LIBRARY OF CONGRESS. 



Chap. Copyright No. 



Shelf_..KiJ.:( 




UNITED STATES OF AMERICA. 



Rr%^ 



j?a€. 





'^^Ut^^yCy. 



QUARTER CENTURY EDITION 



OF THE 



Paradise of Childhood. 



A PRACTICAL GUIDE TO KINDERGARTNERS, 



EDVV/^RD WIKBE. 
EDITED BY rvIII^XON BRADLEY. 



INCLUDING A 



LIFE OF FRIEDRICH FROEBEL, 



I!V 

HENRY W^ BLAKE, A. M. 



^r^^^^. 






SPRINGFIELD, MASS.: 
jVIILTON BRADLEY CO MBA NY 

1896. 



Entered according to Act of Congress, in llie year i8g6, 

HV 

Milton Bradley Comtany, 

In the Office of the Librarian of Congress, at Washington. 

All rights reserved. 



Registered at Stationers' Hall, London, iMigland. 
A\\ rights .reserved. 



,W7 



Kntered according to Act of Congress, in the j-ear iS6y, 

n\ 

Milton Bkadlicy tt Company, 

In the Clerk's < Ittiee of the District Conrt of the District of Massachusetts. 



Contents. 



Editor's Preface, .... 
Introduction to the Life of Frrebel, . 
INIap of Central Germany, 
The Life of Frcebel, . 

In His Father's House, 

AVith His Guardian, 

The Forester's Apprentice, 

A Student at Jena, 

Becomes a Teacher, 

Eelations witli Pestalozzi, 

Final LTniversity Studies, 

A Soldier of the Legion, 

Curator at Berlin, 

Principal at Keilhau, 

In Switzerland, 

Blanlvcnhurg, .... 

Wanderings About (ierniany, 

]\Iarienthal, .... 

Since Fra?bers Death, 
The Paradise uf Ciiieihiood, 

Author's Preface, 

Kindergarten Culture, 

Establishment of a Kindergarten, 

3Ieans and Wa^-s of Occupation, 

The First Gift, .... 

Editor's Notes : General Impression — ( 

The Second Gift. 

Editor's Notes : 'I'lie SpliLTi — The Cubt 
The Third Gift, .... 

The Presentation of the; Third Gift — Prepai 

Forms of Life — Forms of Knowledge — Forms of Beauty 

Tile P\)urth Gift, 

Preparation for Constructing Foinis — Forms of Life — Forms of Knowledge- 
Forms of Beauty. Editor's Notes : Furniture Sequence — Baker Sequence 
House Building and Ftu-nishing Secpience. 



olor- 



-The 



Form — Moti 



Cylinder 



itiou for Constructing Forms 
Editor's Notes. 



Page. 

5 
9 
12 
13-63 
13 
17 
19 
21 
23 
26 
28 
29 
31 
33 
38 
40 
42 
46 
55 
05-274 
67 
69 
77 
78 

79-.S5 

86-93 

94-100 



107-1 LS 



4 CONTENTS. 

'Hie Kiflh (iiri, 11 '.(-135 

Cube, Tvvk'o Divided in l<;;uli Direction — Forms of Life — Forms ot Kiiowi- 
odge — l'\)rms()f I5('iiiil\ . Kditt)r"s Notes : First Seciuencc — Second Secjuence — 
'I'liird Sc(jucnt'c. 

'IMic Fifth (; if t B, I.SC.-I.IH 

l''oi'nis of Lite — Forms of Synunclry. 

'i'lic Sixlii (;ift 1;3<)-MH 

Liirgc Ciilic, ("onsistinji; of l)ouI)ie Divided ()l)iong Bioclvs — Forms of Life — 
Forms of Knowledj;"*; — Forms of Beiiuty. Editor's Notes : A Life Se(iuence — 
A Beauty Se(iuence. 

Tlic Seventh (Jift, 14«.i_l(;,S 

S(|u;ii'(' and 'I'riangnlai' 'Tahlcls foi' Layinj^ of l'"i^iires — Tiie <^)uadranj;ular Lay- 
ing Tablets (Squares). Iviglit-Angied liianglcs — Forms of Life — Forms of 
Knowledge — Forms of Beauty. 'I'iie K(|niiaterai Triangle — Forms of Knowl- 
edge — Forms of Beauty. Tlie Obtuse-Angled Triangle witli Two Sides Alike — 
'i'h(^ llight-Angled Ti-iangle with No Fijual Sides. Editor's Notes. 

Tile iM-iiitJi (;ift, KI'.l-lTO 

Stit'ks for Layint; ot l"'igures. Editor's Notes. 

The Ninth (iift, 177-1S2 

\Vliole and Halt Kings loi- l.jiyiiig i'igurcs. lulitor's Notes. 

The Tenth (i iff, I.s;l--_>11 

MatcM'ial for Drawing — 'I'lic NCitica! I.iiie — i'lic Horizontal lane — Combina- 
tion of N'crtical ami Ilori/.oiilal i/iiics — ()bli(|iic lanes The ('ui'\'ed Line. 
Editor's Notes. 

The Eleventh and'i'welflh (;ifts, •2\-2~22-[ 

Material for rerforat ing and F^nbroiderim;'. Editor's Notes: Elementary Color 
Teaching. 

Tlie Thirteentli (iift 22.'>-2;34 

^latciial for Cutting I'apers and Mounting I'ieces to I'roduce Figures and 
Forms — Mounting the Figures. Editor's Notes. 

The Fourteenth (iift 2;5;")-241 

Material for Braiding or Weaving. Editor's Notes. 

'I'he Fifteenth (iift, , . . 242-241; 

4'he Interlacing Slats. 

The Sixteenth (iift 247-253 

Tbe Slat with Many Links. 
The Seventeentii (iift, ' 2r)4-2r)(; 

>hiterial for Intertwining. Editor's Notes. 

The Figliteeiith (iift 2.")7-26;> 

Material for Fai)er I'olding. Ivlitor's Notes. 

The Nineteentli (lift 2(;4-2(;7 

Material for IVas-Work. Editoi-'s Notes. 

The Twentieth (iift, 2r.,S-274 

Material for Modeling, j'.dilor's Notes, '{'be Kiriileri>arten (iames. 



1{I)ITC)R'S PREFACf:. 

In Uk; yvivv l-Sd.s tlic editor of tlic present edition w:is perKiiaded to puhlisli "The Para- 
dise ol" Cliildliood," by one of liis neinhhors, Mr. Kdwiml Wiehe, and also to l)egin tlie inan- 
nfaetnre of kindergarten material for nse in Ameriea. Mr. Weibe, who cainc to Springfield a 
few years jnior to that time, was a very intelligent and well edncated man and was then en- 
gaged in teaching nuisio, l)nt had gained a knowledge of the kindergarten system through his 
association with the widow of Frrebel before leaving (lermany. He was anxious to introduce 
it in this country, and as soon as he became acquainted with tlie editor, who was at the head 
of a factory for making ciiildi'en's games and home auuisements, began to urge his co-opera- 
tion, both from an educational and a conunercial standpoint. The editor knew nothing 
ahout the kindei-garten and did not take any interest in it so long as Mr, Wiebe was its only 
advocate. Not many months later, however, he attended an exposition of kindergarten prin- 
ciples and aims l)y Miss Elizabeth P. Peabody, who had recently returned from acarefid study 
of them in (lermany and undertaken to convert America to tlui cause. 'I'o that single even- 
ing talk, given in a school-house near his honu', the editor attri])utes whatever he has done in 
the name of the kindergarten during the last twenty-nve years, and as an immediate result he 
yiehU'd to Mr. Wiebe's entreatii'S to juiblish tlu; manuscript of "The Paradise of Childhood," 
which had been prepared for a long time, and also began making the kindergarten material. 

In those days all the kindergarten literature that had been published in this country was 
confined to a few newsi)aper and magazine articles. The first edition of "The T'ai'adise of 
Childhood" contained what is here inserted as the Author's Preface, but was then called the in- 
troduction, a few preliminary explanations about establishing a kindergarten and the author's 
text on the twenty gifts and occupations. The illustrations were reprints from "(Joldam- 
mer's Kindergarten," being lithographed on sepaiate plates, in the back part of the book. 

In sul)se(}uent editions the i)aper entitled "KincU'rgarten Culture," was added, and in 1878 
the plates of " The Paradise of Ciiildhood " were prefaced with a bi'ief text and published in 
separate form as "A Hand- Hook for the Kindergarten," the contents of which were after- 
wards incorporated with the "Paradise" during many editions. For a (piarter of a century 
this work has been accepted as the only single l)Ook furnishing in l)rief an outline of both 
the theory and practice of the kindergarten. Jn l.STC it received honoralile mention at the 
Philadeli)hia Centennial Exhibition as being the first illustrated guide to the kindergarten ever 
published in the P^nglish language. 

At tiie end of twenty-five years the editoi' felt that tiie time had come to preptii-e an edition 
of the book which should in some I'cspects differ radically from any yet i)ublished. It was, 
therefore, resolved to pi'int again ;Mi-. Wiebe's original text, with the i)apcr on "Kindergarten 
Culture" as an introduction, putting the illustrations in the body of the book, instead of group- 
ing them at the end, and adding such notes as the kindergarten knowledge of to-day Avould 
naturally ai)prove. These notes include some suggestions i-egarding the nse of color in the 
kindergarten, a matter to which tlic editor has given much s])ecial study, and a bi-ief paper at 
the end of the book about tlu; games. As a pro{)ei' ])rehidc to the study of the kindei-garten 



G EDITOR'S PlIEFACE. 

system a Life of F'njL'bcI has been made a part of this book, witli a concluduio- chapter 
about the movement since liis death, whicli will, it is hoped, prove helpful to such students as 
have not had the Itenelit of other biographical works relating to the founder of the kinder- 
garten. This life is illustrated with jiictures taken in (lerniany for that purpose and also a 
nia[) of till' section where Fncbel lived and labored. Tii(» editor is, of course, awai'e tliat some 
leading kindergarten training teachers object to the use of all ''guide books" by either the pu- 
pils or teachers of the svfitem. He believes, however, that they still have their place in the 
education:d world, although they may not be as essential as they were twenty-five yeai's ago. 
When the lirst edition of "• Paradise" was published, argument was in order to convince the 
public not only that the kindergarten was necessai-y l)ut that it was possible. It now is 
usually acknowledged to be a good thing, but it is thought by some of those who manage the 
affairs of nations, stati's, cities and school districts, to be too expensive. Doubtless good 
things are usually' more costly than those which ai'e inferior, but it is not by any means cer- 
tain that they are always most expensive in tlie long run, either to individuals or communities. 
The exi)erimental stages of the kindergailen are now passed so far as the proof is necessary 
to determine the value to the world of the general truths first set forth l)y Froebel. It 
now remains for tlie friends of the work to devise the best means for fully carrying those 
principles to the masses. They must put forth every effort to rightly direct those who are to 
determine the nature of the education which is to be provided for the children of llie 
coming generation. 

While it is readily atlmitted that no single book nor even a library can furnish the instruc- 
tion necessary to equip a kindergartner in the best sense, and that only ]>ersonal contact Avith 
experienced kindergartners and [)ractical experience with children can make a kindergartner, 
it is still maintained that thei-e is a demand for the i)ublication of a fairly full but concise 
statement of the theory and i»ractice of the system of education Avliich was evolved by the 
labors of Fncbel, for the benelit of a large class in the community. For instance, those i)ri- 
mary teachei'S who are to i-eceive pupils from the kindergarten should have instruction in the 
details of the kindergarten S3'stem sullicient at least to enable them to go on with the instruc- 
tion in sucli lines as to connect logically with the education alread}' received. For this 
puri)ose there must come a connecting school between the kindergarten system and the ])rimary 
school in which the teacher shall be fully informed as to the kindergarten course from which 
the child has graduated, and hence able to gradually and without friction induct liim into the 
school system. If a child of average ability spends the years from four to six in a kinder- 
garten, and then one year in iv connecting school, he should afterwards require practically no 
more of the concrete than is always necessary in all education which relates to the more prac- 
tical matters of life. It is evident that in all scientific and mathematical education the concrete 
illustrations nnist be continued in the form of ex[)eriments, and the kindergarten education 
enal)les the i)upil to make the best use of them as they are required, but under the condi- 
tions named all the counting of blocks, folding of ]nii)ers, cutting and pastiug of mathematical 
and artistic forms will have merely prei)ared the way for clear mathematical thinking and 
artistic designing and drawing. Under such a condition of things each ])iimary school teacher 
should at least have as much familiarity with the kindergarten methods as can be gained 
by a very careful study of this book, and such knowledge is fully as desirable on the part of 
everv mother with young children. 



EDITOR'S PREFACE. 7 

At this point tiic etlitor desires a word of explaiuitiou I'egardiiig the papei' which has so 
long been published under the name of "Kindergarten Culture." Tiiis resunid of the kinder- 
garten system was originally prepared by Mv. Wiebe to be used as an address befoi-e some 
educational meetings in this country previous to tlie publication of " The Paradise of Cliild- 
hood," and was at a much latei- date first printed as a pamphlet for advancing the kinder- 
garten cause in America, with the title " Kindergarten Culture," and still later, long after 
Mr. Wieljc had k-ft this country, was made a part of "The Paradise of Childhood," without 
any knowledge by the publishers of the source from which it was originally prepared, or any 
assertion I)y Mr. Wiebe that it was or was not original. Since its puiilication in connection 
with" The Paradise of Childhood." it has been criticised as being a translation of an article 
by Baroness von Marenholtz-Pulow, with the added inference that in presenting " The Para- 
dise of Cliildhood " to the American public, Mr. Wiebe was guilty of plagarism or deceit. In 
the light of subsequent research " Kindergarten Culture" proves to have l>een a paraphrase 
or a very free translation of an article written by the Baroness but wliich Imd never at that 
time l)een translated into English. 

When the work on this new edition was Ijegun the hope was entertained that it might be 
completed within twenty-five years of the first appearance of the book, but certain unavoidable 
delays have made the task a longer one than was at first anticipated. Doubtless some critics 
will feel that in the attempt to remodel the book too much has been done, while others will 
regret that too little is undertaken. The editor can but hope, however, that this edition, taken 
as a whole, will prove a help to many earnest students of Froebel and the kindergarten system. 
In conclusion he desires to return sincere thanks to all his co-laborers in the kindergarten 
field who by counsel and suggestions have done so nuicii to help him iji his work. 

Spriru/JieJfJ. Jfnss.. Jnininr)/ J. JS'OfJ. 



INTRODUCTION TO THE LIFE OF FROEBEL. 



One of the i)nncii)al ob joets of studying any 
subject is to gain the power of thinking ana- 
lytically about it. To do this it may be nec- 
essary to acquire many facts pertaining to that 
subject, but after all this preliminary work 
has been done the knowledge of those facts 
will prove of but comparatively little conse- 
quence unless we understand and appreciate 
their co-relation. Consequently the argument 
for a careful study of Frteliel's life as essen- 
tial to the understanding of the kindergarten 
system, both in its theory and practice, is 
based on the broad proposition that whoever 
aspires to understand any system of philoso- 
phy, ethics or education must be able to 
think analytically about it. While all earnest 
students of Froebel's system realize the more 
thoroughly they pursue it that they have a 
life work in hand, there are unquestionably 
certain methods of stud}^ that will become 
esi)ecially helpful when applied to this subject, 
just as there are in all lines of mental inves- 
tigation. And now we come to the general 
principle that one cannot understand the 
})hilosophy of -any man who is really great 
without becoming familiar with his career, 
with the procession of events which, taken 
together, have made up his life. 

The author once had the pleasure of listening 
to an address by a distinguished judge regard- 
ing the aims and methods of l)il)le study in 
which he maintained that primary investigation 
of historical facts is essential to the successful 
comprehension of any principles, doctrines, or 
theories which pertain to those facts. If we 
witoh to put ourselves in touch with the teach- 
ings of Christ so that they shall become a lamp 
to our feet and a guide to our path, w'e must 
make ourselves familiai- with His life, so that, 
as far as is possible, we may live as He lived, 
and feel as He felt. And the same may be said 
of other great men for whom no claim of di- 
vinity has ever been made, but who have been 
pioneers in the fields of spiritual, mental or 
material activity. 



It would seem, however, that this principle 
of facts before theories has not been the prev- 
alent one on the part of students and teachers. 
The judge just quoted admitted that it took 
him many years in his private study of the 
Bible to discover that this method is the nat- 
ural one, and there is reason to fear that the 
average teacher is very apt to give his pupils 
principles and theories without being careful 
to present to them the biographicnl facts which 
so often lie behind those princii)les and theo- 
ries. In other words, we are encouraged and 
compelled to read Ciesar's commentaries, re- 
gardless of our previous acquaintance with 
Caesar. Coming to the particular application 
of the argument, are we not forced to admit 
that the accurate acquaintance with the events 
of Frwbel's life among students of the kinder- 
garten system has been left somewhat to acci- 
dent, such study being taken u[) at any time in 
the course when it was most convenient for 
the teacher, and not alwaj'S with the system- 
atic application which alone insures the best 
results ? 

Friedrich Froebel lived a peculiar life and 
inaugurated a peculiar educational system, and 
it is pre-eminently true that we must study 
that life in order to comprehend that system, 
to say nothing of acquiring the ability to teach 
it. If we admit the ti'uth of this statement, 
it follows that the study of Frcebel's life should 
begin at the opening of the kindergarten 
course. 

If we are to undertake such stud}-, the 
question arises. Into what periods does the 
life of Frff bel naturally divide itself ? Speak- 
ing in a general w^ay, the answer is : Into three 
periods, P^rcebel as a Student, as a Teacher, 
as a Kindergartner. Of course these periods 
overlap each other in various ways. He was 
always a student, from the earliest hours of 
his conscious existence in the lonely parson- 
age of Oberweisbach to his dying claj's at 
Marienthal. He became a teacher long before 
his professional studies ended and continued 



10 



(,)Uartp:r century edition 



teaching till liis latest breath. Tiie genu of 
tlie kindergarten idea came to him with the 
prattling speech of babyhood and to perfect it 
was the loving labor of the rest of his days. 
l)Ut for purposes of classification we may re- 
gard him as a student from his birth in 1782 
to 181 G ; a teacher fi'om 181G to 1837 ; and a 
kindergartner from l<s37 to 1852, a span which 
completes the seventy years of his life. 

If the division named above is correct it 
gives us our point of view from which to study 
Fra^bel. AVe aie to consider him as a stu- 
dent, as a teacher, as a kindergartner, AVe 
are to ask ourselves what his life in these dif- 
ferent cai)acities contributed to the kindergar- 
ten, and the object of such an investigation is 
not to satisfy idle curiosity, but to put our- 
selves in a position where we can understand 
his educational system, otherwise we cannot 
make any just claim to comprehending it. 

In compiling this Avork the author has con- 
sulted the common authorities within reach of 
the American student and also some that are 
out of the usiuil course. The translation of 
Fra'bel's autobiographical letter to the Duke of 
Meiningen by JNIiss Lucy Wheelock of IJoston, 
as pul)lislied in Dr. Barnard's ''Kindergarten 
an(l Child Culture Papers," has been relied on 
to fuinish the thread of the narrative from 
1782 tdl 1815. The other translation of this 
letter b}^ Emilie Michaelis and H. Keatley 
jMoore, which forms a part of their '"Autobio- 
gra{)liy of Fricdrich Fra'bel," published by C. 
AV. Bardeen of Syracuse, N. Y., has been 
found valuable in throwing light on this same 
period, particularly through the foot notes. 
This book also contains a long extract from 
another letter of Fnvbel, written to Friedrich 
Krause, the eminent philosopher, which is a 
review of his life from infancy down to the year 
1 828, so that by consulting these twoletteis we 
get an account in P'ra^bel's own words of his 
career for forty-six ^-ears, or nearly till the 
time when he relinquished his principalshii) at 
Keilhau. 

For what happened in Switzerland we are 
dependent on Barop's article on "Critical ]Mo- 
ments in the Life of Fra'bel," a different trans- 
lation of which appears in each of the books al- 
ready named. Then for the intervening pe- 
riod between the establishment of the first 
kindergarten at Blankenburg and the residence 
at Liebenstein we depend largely on "Fnebel's 



Letters," edited by Arnold H. Heinemann and 
published by Lee & Shepard of Boston, and 
"The Story of My Life" by GeorgEbers, trans- 
lated by Mary J. Safford and published by D. 
Appleton & Co. of New York, These books 
do not give the continuous story of Frcebel's 
wanderings and the gradual development of 
the one idea of his life from 1837 to 184'.», but 
they do contain suggestions and jieu-picturts 
by which it is possible to piece out the narra- 
tive so that it can be readily understood and 
appreciated. 

There are other articles to be considered, 
most of them being translations from Dr. 
Wichard Lange's "For the Understanding of 
Frcrbel," reproduced in the Barnard l)ook. 
From 1849 to the time of Frttbel's death the 
world for the most part relies on " Reminis- 
cences of Friedrich Friebel" by Baroness Yon 
Marenholtz-Bulow, translated by Mrs, Horace 
Mann and published by Lee & Shepard, Bos- 
ton. A little pamphlet " Reminiscences of 
Friedrich Fra'bel," by Frau Frabel, published 
by the Chicago Kindergarten College, is also 
very helpful in supplementing the account of the 
Baroness, and for an account of the last days of 
the great apostle of the new education we are 
indebted to the translation of a pamphlet pub- 
lished l)y Middendorf immediately after the 
death of his friend. "Fra'bel and Education by 
Self -Activity," by II. C. Bowen, published by 
Chai'les Scribner's Sons, New York, adds some- 
what to the story, and so does "Friedrich Vvw- 
bel. How He Became an Educator," b}- Fiau 
Elsie Yon Calcar. This book was originally 
written in Dutch and then translated into Cer- 
man, although no English translation has ever 
been published. In compiling the concluding 
pages regarding the juogress of the kindergar- 
ten movement since Froebel's death the author 
is indebted to " Tlyc Pratt Institute Monthly," 
"The Kindergarten News" and " The Kinder- 
garten Magazinu" for data. To all authors and 
publishers who have hel[)ed him in any way he 
desires to make grateful acknowledgement. 

The pictures illustrating the narrative Avere 
made expressly" for this book. The portrait of 
Fra'bel is copied from a picture taken fron) 
the oil painting which hangs in the school- 
house at Oberweisbach l)y II. Enders, a mem- 
ber of the Royal Academy at Dresden, who 
painted it from an engraving on steel. The 
copy of the portrait is known as the "jubilee 



PARADISE OF CHILDHOOD. 



11 



picture," baviiig been selected by a committee 
of gentlemen appointed to choose a picture to 
be published at the time of the celebration of 
Fnebel's one hundredth birthday, in 1<S82, It 
is regarded as an excellent likeness by those 
people in Germany most competent to judge. 
The picture of Fneliel's birthplace, of the vil- 
lage as seen from the top of the Memorial 
Tower, in which the church is such a promi- 
nent feature, and the view of the tower itself 
were taken by special representatives of the 
publishers of this book for reproduction here, 
and they give a clear and adequate idea of the 
surroundings of his early days. 

The pictures of the house at Marienthal, 
where Fra'bel died, of the monument in the lit- 
tle w^ood adjoining that house and of tlie tomb- 
stone over the grave at Schweina were also 
taken for exclusive use here. In regard to 
the tombstone picture it is proper to say that 
because the photographs and woodcuts which 
have previously been brought from Europe by 
kindergartners and other tourists have shown 
such unmistakable proofs that they were made 
from drawings, and not from the tombstone and 
its natural surroundings, the publishers for- 
warded one of them to their agent in Germany 
with an inquiry about its authenticity. As a re- 
sult the picture was returned without comment, 
except the word "fantasm," penciled on the 
back. Concerning the picture here presented it 
is proper to say that owing to the crowded con- 
dition of the burying ground a photograph of 
the monument which is entirely satisfactory 
cannot be secured, and that in this direct front 
view the symliolical cylinder and cul)e neces- 
sarily appear like one shaft or two similar forms 
of the same size. This picture is doubtless as 
good as could be secured under the circum- 
stances, and bears evidence that it is from an 
original photograph nnd not the copy of an 



imaginative drawing. The portrait of Frau 
Frad)el is from a photograph taken al)out a 
dozen years ago, while she was still in active 
service as a ti-aining teacher at Ilambuig. It 
w^as presented to ]\Iiss Louise M. Steinweg, 
now of Pittsl)urg, Pa., when she graduated 
frr>m the training class, and was loaned by her 
to the publishers. The map used to illustrate 
the theater of Frcebel's life has ])een redi-awn 
to fit the limits of this book from German 
maps, which can Ik'. relied on for their accuracy. 

So far as the author is aware this is the 
first biography of Fra?bel undertaking to cover 
his whole life, single newspaper articles ex- 
cepted, which has l)een pul)lished from the 
pen of an American. It is the outcome of a 
course of lectures delivered in the winter and 
spring of 1H95, to the kindergarten depart- 
ments of the Springfield (Mass). Industrial 
Institute and the State Normal School at 
New Britain, Conn. The author has aimed 
to tell the story as clearly as possible, so that 
the student can get a distinct idea of Avlsat 
Fra'bel was doing during each 3'ear of his life, 
without any attempt to explain or inculcate the 
philosophy of the kindergarten. In putting to- 
gether the record free use has been made of 
every authority within reach that could throv,' 
any possible light on the story as a whole, or in 
its details. Now that the work is supposed to 
be done no one has a keener sense of its defects 
than the author, nor can any other person ap- 
preciate how much better it could be accom- 
plished were it to be done over again. 

Doubtless the comprehensive, erudite, and 
enlightening Ifiography of Frci'bel for Ameri- 
can readers, which they can thoroughly under- 
stand and delight in, is yet to be Avritten. 
When it is published the world will have a 
story of al)sorbing interest and convincing 
power. 



12 



PARADISE OF CHILDHOOD. 



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Central Germany 

COMPILED FOR 

PARADISE OF CHILDHOOD 


• Bamberg 


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Milfon Bradley Go., 






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Scale of Miles. 


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THE LIFE OF FROEBEL. 

1782-1792-IN HIS FATHER'S HOUSE. 



'I'liE story of Friedrich Froebel's life begins 
:it tlie viilaoe of Obenveisbach in Central Ger- 
many, where he was born, April 21, 17H2. 
It is located in what is eonnnonly called the 
Thnringian Forest, a section of country which 
is triangular in sJiape, nearly one hundred 
miles on its longest side and from twenty-five 
to eighty in breadth. This region is not 
wholly a forest, as the name implies, but is a 
mountainous district within the borders of 
which there are many charming and romantic 
places; so lovely that the tourist is fully re- 
paid for the trouble it takes to reach them. 
One such visitoi' tells us that the forest, al- 
though penetrated at various points by rail- 
roads, is for the most [)art accessilile oidy 
liy carriage I'oads and foot[)atlis. The 
places are still picturesque, the ruins primitive 
and the life of the people simple and unspoiled. 
Within the "Forest" are mountains, some 
bare or tilled in patches, others covered with 
trees which form deep forests in which are 
found deer, wild boar and many other kinds 
of game. Again there are valleys large and 
small, villages and towns, castles and ruins, 
and all sorts and conditions of men. Within 
the limits of this territory FrcelK'l spent most 
of his seventy years. 

Obei'weisbach is located in the southern 
l)art of this district, three thousand feet above 
the sea level, ten miles north of Lauscha, 
the nearest railroad station on the main line 
running through the Forest to Schwartzburg. 
It is a delightful place for a sunnner sojourn, 
liut the winter weathei- is exceedingly cold 
:iud the neighl)oring mountain roads are often 
lilockaded for weeks by suoav. It has a popu- 
lation of nineteen hundred, and the history 
• )f the settlement runs back to 1540. 

The house where Fni'bol was boin is situ- 
ated on the main sti-eet of the village, next to 
the "Golden Anchor," which is the principal 
hotel, and neai'ly opi)osite the church. It is of 



genei'otis proportions, both the main structure- 
and the L being two stories high, while the 
former is surmounted with a high gainlnvl 
roof containing a double row of dormer win- 
doAvs. Over the front door is a tablet giving 
the date of Fra'l)ers biiih and death. The 
house is still occupied by the village pastor, 
as it was a hundred years ago, who is jnvsi- 
dent of the local Fr(ebel society and who takes 
pleasure in showing to American visitors the 
room where the great educator was born, 
together with various Fi"(jebel relics. 

To our minds the photograph of this house 
shows a substantial, cheei-ful home, with the 
gai'dens, village guide-board, watering-trough, 
telegraph poles, and lamp-post in the fore- 
gi'ound. But Fnebel's remembrance of it was 
very different. He describes it as being close- 
ly surrounded b\^ other buildings, walls, 
hedges and fences, and also enclosed by a 
courtyard and by grass and vegetable gar- 
dens, his entrance to which was severely 
punished. The dwelling had no otiier outlook 
than right and left on houses, in front on a 
large church, and 1)ehindon the grassy base of 
a high mountain. Another writer describes 
Fra^bel's youthful envii-onment in this way : 
"There was nothing in the dark lower ))art of 
the house, surrounded with buildings and walls, 
to captivate a child, and outside there was quite 
as little. There was no free prospect, which 
is so salutary for a child. In close proximity 
before the house stood the church, and Iiehind 
the house the view over the little kitchen 
garden Avas obstructed by the steej) rocky wall 
of a high hill. Only beyond the hill was a 
free outlook, and the boy did not fail to fre- 
quently raise his eyes to the blue heavens, 
which in the mountain regions are so clear and 
serene ; and this sight and the rushing wind 
from the hills through the little high-walled 
garden sometimes caused in him a kind of 
ecstasy which he remembered through life." 



14 



QUARTER CENTURY EDITION 



Fra'bel's father was the village pastor, a 
leai-ned, resolute, preoccupied, Lutheran 
clcroyman. His mother, judging from the 
little tliat Ave can learn of her by inference, 
possessed a very mild and lovely character, 
i-are insight, and sound, liberal views of life. 
He believed that he inherited from her his 
imaginative and artistic ■ spirit. To these 
])arents were born five sons, the eldest 
dying in infancy and the others growing 
to man's t^tate. Friedrich was the youngest, 
and after nursing him for nine months his 
invalid mother died. Writing of that event 
long after, the son says : "In that moment, 
when my dying mother kissed her highest 
benediction on brow and lips, the world took 
my tender being, so easily accessible to all 
intluences, to lead me into the warfare of life, 
with all its misery, its corruption and its 
deformity ; but the blessing of my dying 
mother remained with me, and the ])i'otecting 
angel who heard hei- last prayer walked l»y 
and with me." 

It is a i)athetic story of those infantile 
yeai's, which F)-tel)el tells himself, almost as 
much so as the early chajjters of David Copjjer- 
lield, in which Dickens is supposed to recount 
the tale of his early life. Shut up in tlie 
gloomy i)arsonage most of the time 'and left 
to the care of the single housemaid and his 
own devices, he seems to have lacked not 
only playfellows but also play-things. Thus 
was his life in its beginning set to the strains 
of a minor key, and the refrain of its after 
years contained l)ut few livelier notes. But 
tiie solitude and want of companionship 
which fell to his lot during the time that he 
lived in his father's house developed and con- 
firmed in Jiim a habit of self -inspection and a 
yearuing after better things which su])sequently 
bo)'e wonderful fi'uit. He tells us that at one 
time during this period of his life he became 
greatly intereste<^l in watching some workmen 
who were rej)airing the neighl>()i'ing church, and 
that a strong desire took hold of him to 
undertak<! the building of a church, and that 
lie began to collect sticks and stones as heavy 
as he could carry for such a structure. His 
imj)ulse was to use such pieces of furnitui-e or 
other ol)jects as he could secure AA'ith which to 
imitate the real builders. But his efforts 
ended in utter failure, and in giving an account 
of liis experiment he says he reinemliers very 



Avell that even at that early age he thought 
that children ought to have suitable matei'ial 
and somebody to show them how to go to work 
with it, so that they might attain better results. 
In relating this anecdote Madam Kriege adds : 
"•Who can fail to see that in this incident, 
Avhich made such a dee]) impression on the 
boy's mind, lay the germ of his endeavor, 
later in life, to devise the gifts and occupa- 
tions of the kindergarten?" 

In reviewing this condition of domestic 
affairs at the Froebel inirsonage we must not 
blame the father too severely. His people 
numltered from three to five-thousand souls, 
located in half a dozen groups and scattered 
over an area of several miles ; they had many 
pressing Avants and the i-eligious serA'ices which 
the pastor Avas called to attend Avere frequent 
and engrossing. It also happened that during 
Frcebel's early childhood the associate charge 
of a large new church Avas gi\'en him in addi- 
tion to his preA'ious duties, so that he was 
necessarily aAvay from home much of the time. 
But the chief trouble that cast a cloud OA-er 
the first twenty years of Frcrbel's life lay in 
the fact that father and son Avere so differentl}'^ 
constituted that the former ncA'er understood 
the latter. On this point Frcebel says : "Al- 
though my father was a stirring, actiA'e man, 
seldom surpassed in his relations as country 
pastor, in education, learning and experience, 
yet I remained a stranger to him through his 
entire life, owing to these separations caused 
by early circumstances." 

And yet Dr.Lange says that Frcebel's father 
Avas "a man rich in insight, and truly re- 
ligious, and that he turned his attention 
Avith the greatest solicitude to the early edu- 
cation of this youngest son of his belo\^ed, 
departed Avife. He understood how to unfold 
his heart and mind in the promising boy by 
a judicious training." While it is not for 
us to decide regarding the relative justice 
of the tAvo quotations, we can easil}' see that 
the two essential elements which Avere lacking 
in the first decade of Fr(el)el's life Avere mother 
love and helpful play, just those elements of 
child life which he afterwards stroA^e so hard 
to develop and perpetuate in the kindergarten, 
system. We are often told that in this im- 
perfect Avorld there is no glory except it is 
wrought out through suffering, and it is proba- 
ble that if Friedrich Fr(vl)el had been liorn 



PARADISE OF CHILDHOOD. 



15 



iuto a happy home he could never have felt the 
need of the kindergarten, and would therefore 
never have worked out the educational system 
which is the fruitage of a life tilled with pri- 
vation and self-sacrificing experiment. 

Froebel's own testimony on this point, out- 
lined in a speech which he made to the ladies 
of Hamburg, many years after, is worthy of 
note. In that speech he said : "Fate showed 
me the importance of an education confoi'ma- 
ble to nature by giving me bitter experiences 
and privations, while the early loss of my 
mother threw me upon self-education. What 
one has been obliged to contend with bitterly 
he wishes to soften to his fellow men. Thus 
the necessity of self-education led me to the 
education of my fellow men." 

When Frcrbel was four years old a new ele- 
ment entered into the family life, that of the 
step-mother. Of this woman we are compelled 
to say that she fully lived up to the traditions 
of herposition, proving herself the typical steji- 
mother as that person is portrayed in books 
of fiction and brought out on the stage. What 
made matters worse than usual, however, was 
the apparent sincerity and love with which she 
treated tlie boy during the first few months af- 
ter her marriage, only to rei)el him as soon as 
she had a son of hei' own, when she at once be- 
gan to call him by an appelation commonly ad- 
dressed to a servant. While he basked in the 
sunlight of her brief smile we are told that the 
household were surprised at the astonishing 
change that took place in the silent, taciturn 
child, Avho gained visibly every day in health, 
strength and activity. But scarcely had the 
young mother Ijegun to fondle her own baby 
than it seemed to little Friedrich that she had 
become quite another person. His caresses 
were tiresome, his presence disagreeable. He 
must always go away, and if he remained she 
had neither ears nor ej'es for him ; she saw only 
her nursling and had no heart, no interest for 
the boy Avho still so greatly needed the tender- 
ness of a cherishing mother. 

The result was that Friedrich became what 
is usually called a bad boy. Nobody, says 
one writer, seemed to understand him or cared 
to understand him. Motives for his actions 
were attributed to him which he never had, 
and unfortunately all this distrust and want 
of harmony had finally the effect of altering 
his naturally good disposition. He often 



concealed facts and even told untruths, because 
he knew that he would be punished for things 
that Avere not wi'ong in themselves. As the 
years passed matters seemed to get from bad 
to worse, so that his father came to regard 
him as a very bad boy. 

But the picture of his home life was not 
altogether a sad one. As soon as he Avas able 
to do anything he began to help his father in 
gardening and receiA'ed in this way many last- 
ing impressions. His observation was directed 
to Avhat was near to him in nature, and the 
plant Avorld became to him, so far as he could 
see and touch it, an object of his thoughtful 
contemplation. His habit of nature study clung 
to him tln-ough life, and Avas made an essential 
part of the kindergarten system Avhen it came 
to be established. The parsonage household 
was a bustling, energetic one. We are told by 
Froebel himself that both husband and Avife dis- 
played great activity, loved order and sought 
in all imaginable ways to beautify their sur- 
roundings. The father belicA'ed in keeping up 
Avith the times, and for that purpose he took 
the latest publications and carefully considered 
all that Avas offered to him in them. This plan 
contributed not a little to the general Christian 
life that reigned in the household. All the 
members" of it A\'ere assembled for dcA^otions 
morning and evening each day of the Aveek, and 
at such times the works of Zallikafer, Hermes, 
Marezoll, Sturm and others Av^ere read aloud 
for the inspiration, unfolding and elcA'ation of 
the si)irituallife of the family. "•Thus," Avrites 
Fra^bel, "•my life Avas early influenced liy na- 
ture, by Avork and by I'eligious perceiitions, or 
as I prefer to say, the natural and primitive 
tendencies of CA'ery human being were nurtured 
in the germ." 

All these things had their influence on the 
boy, and he tells us that he Avas often deeply 
stirred Avith the resolve to be trul}' noble and 
good. But he also adds: "As 1 hear from 
others, this firm resolution often contrasted 
Avith my outer life. I was full of youthful 
spirits and the joy of life, and did not always 
knoAv how to moderate my actiA'ity,and through 
carelessness got into critical situations of all 
kinds, and in my thoughtlessness destroyed 
CA'crything around me that I wished to in- 
iuA^estigate." 

The father made some attempt to begin 
tlu' 1)oy's elementarv education, but the re- 



16 



QUARTER CENTURY EDITION 



suits were not satisfactory aud so he decided 
to send him to scliool. There were two schools 
in the villaoe, one for the boys and the other 
for the girls. Both were connected with the 
church, and as its pastor the father could choose 
either for his sou. He selected the girls' school, 
because he was not satisfied with the way the 
boys' teacher discharged his duties. 

Probably the best idea of Froebel's first day 
at school can be given l)y quoting his own 
words in a letter written some sixty years 
later to Col. Von Arnswald : — 

"It was a Monday when my father toolv 
me to school himself. I was placed on the 
seat of honor by the side of the teacher, for 
the reason, I suppose, that I was the son of 
the pastor, or, it may be, because I was reputed 
a mischievious boy that ought not to sit with 
the girls. The smallest girls on the first form 
were seated just in front of me. A verse 
from the Bible, treated in the sermon on the 
Sunday preceding, was spoken aloud by one 
of the older girls and repeated by all the 
small girls in front. On this first day of my 
attendance they repeated the words of the 
Lord : 'Seek ye first the kingdom of God and 
his righteousness, and all these things shall be 
added unto you.' The verse was explained to 
tlie older girls and also to me. But the little 
girls were not required to know it perfectly 
before Sunday. Meanwhile the verse was re- 
peated in parts again and again, in the high 
pitch of their childish voices, in chorus, and in 
tlie old chantiug manner of village schools. I 
heard this verse repeated for a long time every 
morning of the six days of the week, until the 
sounds, the words and the sense had produced 
so strong an impression upon me as to make 
this verse the motto of my life in the truest 
sense of the word ; for it has resounded like 
the chant of a chorus of nuns in my ears all 
the days of my life. The older I grew the more 
thoroughly was I led to recognize the full im- 
portance and eflicacy and the profound living 
truth of the maxim. It became the basis and 
tlie regulator of numerous understandings of 
mine, and proved its entire truthfulness." In 
his school Frcebel read in the Bible with the 
older pupils and he also learned with them the 
sacred songs which were sung on Sundays in 
the church. Among these iiymns he saj'S there 
were two wliich shone on the clouded dawn of 
his early cliildhood like bright morning stars. 



"They became," he adds, "to me as my life 
songs, because in them 1 saw mirrored my 
own little life, and their meaning touched my 
heart so deeply that in later years 1 have many 
a time been strengthened and refreshed by what 
they imparted to my soul." These songs were, 
"Rise my heart and soul," and "Itcostethmuch 
to be a Christ." He mentions in this connec- 
tion that he followed his father's Sunday ser- 
mons with great attention, sitting apart from 
the rest of the congregation, in the vestr\\ 

During these years the problems of life sat 
heavily on those young shoulders aud bewil- 
dered that youthful brain. For the most part 
he was kept closely at home, although he some- 
times rode about the parish with his father 
while the latter was making pastoral calls. It 
was his delight to mount the high hill back of 
the house that he might enlarge his actual hori- 
zon and relieve his spirit from the depressing 
confines of the narrow valley. Tradition says 
that on the spot wheie the Memorial Tower 
now stands he spent many hours in watehiug 
the sunset aud in boyish musing. Year l)y 
year he became enamoured of all the different 
phases of nature which came within his ob- 
servation, and more fond of studying their 
development. 

As he grew into boyhood we are told that his 
mind was moved most deeply not by the nuiu}' 
admonitions and the pious instructions which 
he received, but by the many interviews be- 
tween his father and members of the pastor's 
tiock to which he listened. One writer states 
the case in this way : "A boy of between eight 
and eleven years, small and slight in stature, 
apparently busied with a book, or some kind 
of writing, seemed to the visitors at the par- 
sonage no hindrance. They had come to open 
their liearts to the highly honored and spiritual 
teacher and to ask his counsel in their distressed 
circumstances. But the child listened with all 
the sharp attention of an inquisitive, [)enetrat- 
ing mind, to which the world aud all its com- 
plications was wholly strange. Each person 
served as a rent in the curtain which concealed 
life from him, a telescope through which he 
could study the world. 

But it was the dark side of life that was thus 
revealed to him. It was the comi)laint of the 
sorely-tried mother over the ungrateful son, the 
acknowledgmeut of a hidden sin, a melancholy 
fall, it was the sting of conscience, fear, repent- 






^ Village ^ 




,.] 






^ Birth Mquse 



PARADISE OF CHILDHOOD. 



n 



ance, despair, which alternately had the word, 
Avhile the earnest, yes, severe teacher, now 
throngh the inexorable precei)ts of the divine 
law, then with the consolations of mercy, strove 
to work on the dejected minds. These conver- 
sations and other influences of that time re- 
vealed to him the inner life of men, with its 
hidden springs and its concealed strife and 
pain, and he perceived more and more the con- 
nection between things and words and aims, 
without being able to discover in himself and 
around him anything satisfying, anything aton- 
ing, and although this fair soul liad already felt 
an indeiinable need of unity and harmony, yet 
he could no more unite them than he could tlie 
most incongruous opposites, the most irrecon- 
cilable enmities." 

The boy was ten yeai's old when his eldest 
brother, Christoph, a theological student at 
the University of Jena, came home for a visit, 
and great was his joy in seeing him. Together 
the lirothei's roamed the lields, the elder ap- 
l)earing to the younger an angel of consolation 
who understood him and was ready to protect 
him from unjust treatment, because he saw 
through all the youthful faults the glimmer of 
the beautiful side of his misappreliended and 
suppressed character. To him he unfolded 
some of his mental troubles, asking him wh}? 
it was that God did not make all the people 



men or all women, so that there should be no 
(piarreling, his idea l)eing that most of the con- 
tention in the Avorld arises from the diffei-ence 
which exists in the sexes. To direct his mind 
from the problem of human discord his brother 
showed him the processes of vegetation — the 
compensating nature of imperfections in male 
and female flowers, and how through the prin- 
ciple of growth harmonies of beauty and use 
are l)orn out of the connection of opposites. 

As the plants and flowers of the parsonage 
garden had until now been Friedrich's dearest 
l)layfellows, so the new revelation of the vege- 
table world which his brother disclosed to him 
in their talks attracted his interest and he be- 
sieged Christoph with all manner of questions. 

Just then the beautiful purple threads of 
the blossoming hazel claimed a considerable 
share of their attention and threw the boy into 
raptures. His l)rother gave him careful in- 
struction regarding the flowers and his visit 
proved a great and lasting beneflt in calming 
the i)erturl;)ed spirit of the child. But when 
he was gone the father's house seemed more 
desolate than ever to the little motherless boy 
who had a home there only in name, and a burn- 
ing desire took possession of his soul to get 
away, as his lu'others had done, to find some 
other aluding place with a more desirable en- 
vironment and better means for helpful growth. 



1792-1797-WITH HIS GUARDIAN. 



A VISITOR came to the parsonage at Ober- 
weisbach in the autumn of 171)2 who took a 
deei) interest in Friedrich P'roebel. It was 
Herr Hoffman, his mother's l)rother, who Avas 
pastor at Stadt Ilm, a market town north of 
Froibel's home. This uncle resembled his 
sister in many ways ;uid had never ceased to 
mourn her loss. He could not help noticing 
how unhappy and ill-suited to his surroundings 
Frffibel appeared, marking the contrast be- 
tween the step-mother and her predecessor. 
The uncle and nephew were nuitually drawn 
together, and we are told that when at a cer- 
tain time during the visit Fiwliel fixed upon 
Herr Hoffman his soft and melancholy eyes, 
as if with longing, it suddenly seemed to him 
as if he saw the mother in the face of the child ; 



as if the soul of the loved sister had directed 
a prayer to him, through this glance, and he 
decided in his heart to give it a hearing. As 
a consequence, soon after returning home he 
made the father a proposition for the care 
and education of the boy, which was gladly 
and quickly accepted. In this way the uncle 
became P^riedrich's guardian and he was also 
the custodian of certain funds left to Friedrich 
])y his motlier. 

Life at Stadt Ilm was very different from 
what it had been at 01)erwiesbach. The little 
city lies in a broad valley, by a clear but nar- 
row stream. Herr Hoffman had lost his wife 
and child 3'ears before and his family consisted 
of himself and his aged mother-in-law. The 
l^arsouage was a spacious, airy house. There 



18 



QUARTER CENTURY EDITION 



was a garden adjoining it wliere tlie boy sj)ent 
many luipijy hours, and lie was allowed to roam 
at will through the whole region, provided he 
never failed to be at home at the appointed 
time. Concerning these days he writes : — 

"As austerity reigned in my father's house, 
so here kindness and l)enevolence. I saw there, 
in respect to myself, distrust ; here, confidence ; 
tliei-e I felt constraint, here, freedom. While 
there I had l)een hardly at all among boys of 
my own age ; here I found certainly as many 
as forty fellow-pupils, for I entered the higher 
class in the town school." This last-mentioned 
fact would seem to indicate that Froebel had 
made considerable progress in the school at 
Oberweisbach, although some of his biogi-a- 
jjhers would have us think that the training re- 
ceived there was of little bene lit to him. He 
says, in his autol)iography, that in the new 
school reading, writing and arithmetic were 
well taught, and that the religious instruction 
was excellent. And he adds, '•'Mathematics lay 
near my nature. When I received private in- 
struction in this branch my advance steps were 
so marked that they bordered on the height of 
knowledge and al)ility possessed by my teacher, 
which Avas by no means slight." 

Our pupil also infoi-ms us that Latin was mis- 
erably taught and still more sparingly learned, 
but that the time which he spent on it was not 
entirely lost, because he learned to understand 
that a course of instruction so carried on can 
bring forth no fruit in the pupils. The recita- 
tions in geograi)hy were parrot-like, the boys 
being allowed to use many words without re- 
ceiving any adequate knowledge of the subject 
or of its relations to the life of the world, al- 
. though they could correctly name all the coloi-ed 
market towns and little boroughs on the local 
map. Froebel was given private geographical 
lessons in regard to England, but as he could 
get no clear idea of its connection with his own 
country this special insti'uction did him but lit- 
tle good. There was also teaching in writing 
and spelling, and training in singing and piano- 
l)laying, but Frcebel's verdict, rendered many 
years later, was that they amounted to but very 
little. He says that the element of generaliza- 
tion was entirely lacking, and while he praises 
the arithmetical instruction he immediately adds 
that notwithstanding the training which he re- 
ceived he was very much surprised and morti- 
fied to find, when he was ten years older, that 



he could not solve the problems given out to 
the boys in Pestalozzi's school. What a pity 
it was that those instructors of P"ra?bel did 
not teach him how to write clearly, the art and 
habit of expressing himself with pen and speech 
so that the world, or at least the educational 
part of it, might understand his language with- 
out profound study and the intervention of 
many interpreters ! 

Nevertheless, the boy gained freedom of 
mind and bodily strength day b}^ day, and 
"drank fresh courage in long draughts." He 
explains that in his efforts to put himself on 
common ground with the other boys the fre- 
quent reaction after play was often grievous, 
because his strength and activity were not 
developed according to his age, and his l)old 
daring could never supjjly the quiet, vigorous 
strength and the knowledge of its limit which 
his companions enjoyed. He was regarded l)y 
them as being very peculiar and the more he 
exerted himself to win them to him, so much 
the more striking his awkwardness appeared to 
them. He was very anxious to do everj^thing 
they did, but his movements were so stiff and his 
demeanor sowooden, says one of his biogra- 
phers, that he would have been rejected l)y 
the band, had not one of the boys recognized 
his good qualities and resolved to give him aid 
and protection. For a time he could take no 
part in the games of the other boys, no matter 
how hard he tried, because the robust strength 
and activity of his companions, who had grown 
up in freedom, quickly overcame his despairing 
efforts. But eventually his perseverance con- 
quered, and the air, the active movements, the 
better care and the joyonsness assisted not a 
little to improve his elasticity and health, and 
after a hard probation he received permission 
of the boys to play with them. 

He was much effected by the religious in- 
struction given in the school and its represen- 
tation of the character and the life of Christ. 
AVith all these occupations and diversions some 
four years and a half passed, the chief advan- 
tage being "that he became a child again in a 
youthful Avorld whose joys could warm and 
cheer his soul so that his heart could resume 
its natural elasticity." He was a different boy 
even when he went back to the parsonage at 
Oberweisbach, where he spent his vacations, 
entering heartily into all the activities of the 
household and taking special pleasure in study- 



PARADISE OF CHILDHOOD. 



19 



ing the books and engravings in his father's 
library. Before leaving Stadt Ilm he was 
confirmed and admitted to the church l)y his 
uncle. Of this time he writes : "The earnest 
days of preparation and the holy solemnity 
might pass away, but deep and lasting were 
the impressions of those beautiful hours in 
which all the threads of my life were compre- 
hended in a glorious center of peace and unity." 
Thus ended the second period of his career. 
While it afforded him many advantages it did 
not secure for him the preparation for practical 
life which is so much to be desired in every 
l)oy who has his way to make in the world. 
His uncle lived in a kind of an ideal life and 
in all his generous efforts for P^roebel's develop- 
ment it never for a moment occurred to him 
how little he was forming his pupil to become 
a useful citizen. On this point let us quote 
once more from Froebel's autobiography. "I 



was really as though placed in a garden where 
I could freely move about and where the glad 
sun shone on me and warmed me, but where 
there were fruits that were hard to reach, 
which hung on trees that, considering my un- 
developed strength, were very hard to climb. 
In this meager way I was left to gather strength 
without leader or guide for an independent 
life — for work — for action. As my mind was 
satisfied only with the relative, the analogous, 
I received a very one-sided direction. I cre- 
ated a world for myself, which was very 
little like the world, and was comprehensible 
or intelligible only to me. I knew and under- 
stood very much for myself, but it was a 
heightened self-consciousness which had no 
value for others. I knew and comprehended 
absolutel}^ nothing of the world, nothing of 
the social life for which I was destined." 



1797-1799-THE FORESTER'S APPRENTICE. 



In the spring of 1797, at the age of fifteen, 
we find Froebel back again in his father's 
house, with a great question confronting him 
and the rest of the family, the choice of an 
occupation for life. It had seemed to him 
that he would like to be a preacher, but he 
dared not let his thoughts dwell on such a 
thing, because, according to his step-mother 
it had been "distinctly understood" for years 
that he must not go to the University for the 
reason that his two brothers, Christoph and 
Traugott, were already there, and the other 
brother, Christian, was expecting to follow 
them. This woman said that to undertake to 
send the fourth son would certainly impover- 
ish the family finances to an extent which would 
be unbearable, and, moreover, that Friedrich 
was too stupid to have any more time or money 
wasted on his education. It is said, however, 
that her scruples about spending more money 
at the University faded out of sight when her 
first-born son came to be old enough to enter it. 

But it was determined that for Friedrich 
something commercial should be sought, and 
his father applied to a neighboring revenue 
officer for a clerkship, but without success. 
There was also some talk of his entering into 



the service of a wealthy family named Von 
Halzhausen, the same one in which he subse- 
quently became a tutor, but he was very much 
opposed to this plan and tells in his subsequent 
writings "that he never felt in his heart such 
violent feelings of horror against anything as 
he did in the thought of having a position 
where he must brush clothes and shoes and 
serve at the table." 

Then the father consulted the boy's wishes 
and he expressed a desire for an outdoor life, 
because of his love of nature. About this 
time the elder Froebel became acquainted with 
a surveyor and assessor living at Neuhaus, a 
place lying south of Oberweisbach, who had a 
special reputation for his knowledge of geome- 
try. Of him one record says that he was "a 
noble and earnest man, in ecclesiastical matters 
a congenial spirit." But it was a record that 
fell far short of the mark in the case of Froebel, 
who was apprenticed to him for two years, to 
learn geometry, surveying, the method of 
assessing taxes and the care of forests. The 
master was well versed in the duties of his 
profession, but he did not understand the art 
of teaching and could therefore impart very 
little instruction to others. Neither did he 



20 



QUARTER CENTURY EDITION 



ImA'e the time to do "vvhat he had promised for 
liis apprentice, so engrossing were the demands 
of the practical work connected with his (hiily 
business. Moreover, he w:>s often away from 
home for long periods, when the pupil was 
left entirely to himself with ample time to 
study the library of books belonging to the 
house. Fra'hel was not slow to improve this 
opportunit}', giving nuich attention to works 
on geometry and forest affairs and the collect- 
ing and di'vingof })lants. as well as the drawing 
of maps of the district. lie also made tlu- 
acquaintance of a i)hysician in the neighbor- 
ing market town who loaned him additional 
I)ooks on botany. 

During these years we are told tliat hv lived 
in peace and (piiet. protected from evil, in an 
ideal world which he himself had created and 
that he obtained a closer knowledge of Held, 
meadow and forest, for he saw nothing else but 
field, meadow and forest, through which he 
wandered by day and night. "He felt that in 
nature there must be a higher interest than to 
supply us with certain nuiterial advantages and 
facilities, and he began also to perceive that in 
order to re[)i-esent the ideal farmer something 
else was necessary than merely the ])roper 
management of the various objects of husband- 
ry. How greatly heAvished that all men who 
thus lived from, with and in nature could look 
on her with other eyes, and not make her tribu- 
tary as their slave — but accept her also as their 
friend, in a pure, l)eautiful and elevated, (iod- 
glorifying life." We are further told that in 
those days ho was always dressed in green, the 
color of the fields, Avith yellow toi)-b()ots and a 
feather in his liat, and that no one Avhosaw him 
wandering about the country could })ossibly 
have suspected the depth and earnestness of 
soul, thirsting for light and truth, which dwelt 
in this fantastic boy. 

During the latter part of his stay at Neuhaus 
a company of strolling actors gave a series of 
plays in a neighboring castle. Frcebel at- 
tended their first presentation and was so much 
moved l)y it that he came again and again to 
see and hear them. These dramas seemed to 
offer to his fancy the long dei)rived element of 
poetry, and touched his susceptible mind all 
the more deeply because he recalled and lived 
over again the scenes of each play during the 
long walk home, beneath the starry heavens, 
Avhich followed every i)erformance. He vividly 



remembered, in later years, the enthusiasm- 
which was awakened in his breast by the 
rendering of such plays as "The Huntsmen" 
by Iffland. He invested all he saw and heard 
on that rural stage with lofty thoughts and 
])urposes, and i)elieved those actors happy 
who could, according to his view, work so 
powerfully for the inii)rovement of mankind. 
He imagined that the profession of the stage 
was a noble calling and one that he would like 
well to follow. He wrote home to his father 
about his new aspirations and the latter re- 
plied by upbraiding him in good set terms. 
This letter was a nuitter of genuine grief to him, 
because he tells us that he had come to regard 
liis i)atronage of the theater a matter to be as 
nnichconnnended as his best chui'ch attendance. 

He even went so far, before receiving his 
father's letter, as to introduce him.self to one 
of the actors that he might disclose his wish to 
join such a desirable profession. The biogra- 
pher tells us that the peculiar interview ended 
in this way : ' 'The actor listened earnestly to 
Friedrich, but a melancholy smile played around 
his mouth as he took his hand and answered 
him: 'You deceive yourself, young friend; 
our society is nothing of all that which you 
dream. A\'e hold together only throughhunger. 
Would to (todthat I had never trod the boards 
and could labor Avith my hands.' He then went 
ou to depict all the misery of the life behind 
the curtain, particularly for one, who like himself 
belonged to a cultured family and had taken it 
up thi-ough necessity." This ended Frrebel's 
theatrical asi)i rations, but in order to mollify 
his father's anger he wrote to his brother Chris- 
toph the whole story and begged his intercessiou 
with their father. 

The apprenticeship with the surveyor or for- 
ester, as he is coumionly called, came to an end 
in the sunuuer of 1799, and Fra^bel and his 
master parted unpleasantly. He Jiad proved 
himself valuable to this man, who on that ac- 
count wanted to keej) him another year. But 
the boy felt that he nuist liave time to follow 
out liis studies more systematically than he 
could possibly do by remaining, and therefore 
started for home on foot us soon as his time 
had expired. This action so enraged the sur- 
veyor that he sent a letter to Fra^bel's father 
complaining that the young man had been un- 
faithful in many ways and deserved censure. 

Ou his way home Fra'bel stopped at the vil- 



PARADISE OF CHILDHOOD. 



21 



lage where his hrother Christoph had located as 
a pastor and while the brothers were visiting 
together the forester's letter was forwarded to 
them from Oberweisbach. As a result Fried- 
I'ich related to Christoph all that had happened 
during his stay at Neuhaus, naming the books 
he had studied, showing the maps he had drawn 
and his collections of botanical specimens. 
As a result Christoph stood perfectly amazed 
while he heard of such inexcusal)le neglect on 
the part of the forestei-, and at once began to 
reproach Friedrich because he had not informed 
his father of the great waste of time which had 
been going on during such an important appren- 
ticeship. But in reply the younger brother i-e- 
minded him of the sentence pronounced on him 
by the father when he went to Keuhaus : ' 'We 
will not hear any complaints, we shall always 
consider you in the wi'ong." Christoph well 
knew the father's severity and was silent, Imt 
he took on himself at once the duty of pointing- 
out to him the gross neglect of the forester and 
that Friedrich, considering the meager means 
at his command, had improved his time and 



made real progi-ess in map drawing, mathe- 
matics and botany. 

Nevei'theless, his reception at home was little 
calculated to ins|)ire a j^oung man with courage 
and hope for the future. The step-mother 
had lent a willing ear to the forester's letter and 
was prepared to estimate it at face value, and 
she saw in the rich and excellent collection of 
plants, dried with the utmost care, nothing but 
foolery. The world looked particularly dark 
to Frojbel just then, the question what to do 
next being more perplexing than ever. ^\^iat 
the result would have been had not an accident 
helped shape his future course in life no one 
can predict. His brother Traugott, who was 
studying medicine at Jena, wrote home for 
money, and as the matter was urgent and as 
Friedrich had nothing to do it was decided to 
make him the messenger to take it there. And 
so to Jena he went in the summer of 1790, 
and being once there remained as a student, 
thereliy fulfilling his highest aml)ition and 
accomplishing the day dreams of all his con- 
scious vears. 



1799— 1801— A STUDENT AT JENA. 



When Froebel reached the University town 
he persuaded his brother to write home that his 
time could be profitably employed there for 
the eight remaining weeks of the term in the 
study of topographical and local drawing. The 
request was granted, the reason being, in all 
probability, that the step-mother had very little 
idea of what she could do with the boy if he 
came home. The brothers retui-ned to Ober- 
w^eisbach in September and Friedrich began at 
once to plead with his father for leave to be- 
come a regular student at Jena. The father said 
that he would gladly favor such a project, but 
that he did not see how the money could be 
provided for both Christian and Friedrich to 
take a i)rescribed course at the University, and 
that it would involve a good deal of sacrifice 
to carry Christian, who Avas two j^ears the 
elder, thi'ough the studies which he had al- 
ready begun. But he told Friedrich to talk the 
matter over W'ith his brothers and his guar- 
dian, which he did. As a result his darling 
wish was s(>cured by an act of generous self- 
Tenunciation on the part of Christian, 



Tills brother was a young man of noble 
character ; he loved Friedrich sincerely and 
understood how much harder it would be for 
him to give up the life and subsequent career 
of a student than it would be if he himself 
should choose some vocation in what we are ac- 
customed to call practical life. It was evident 
that only one of the brothers could go to college 
and Christian resigned all his prospects in a 
professional way and decided to devote him- 
self to manufacturing interests. In this new 
departure he was successful, securing in time 
a competency which he freely placed at the dis- 
posal of Friedrich in aid of educational schemes 
to which he also gave his personal serA-iee and 
that of his family for many years. 

It was therefore decided that Christian's offer 
should be accepted and that Friedrich should 
take his brother's place at Jena, the uncle as 
guardian Jiaving consented to apply to the cost 
of his education there the money held in ti-ust 
as a legacy from his mother. Consequently 
we find him back at Jena in the last months of 
1799, registered as a student of philosophy. 



22 



QUARTER CENTURY EDITION 



This labeling was evidently the work of Fro"- 
bel's father, rather than by the direction of 
the pupil himself, for he says that it a})peared 
to him very strange, because he ha(l only 
thought of practical knowledge as the object of 
his study. The lectures which he attended per- 
tained to mathematics, arithmetic, algebra, 
geometry, mineralogy, botany, natural history, 
phj'sics, chemistry, the science of finance, care 
of forest trees, architecture, building and sur- 
veying. He also continued topographical 
drawing, but we are told that he learned noth- 
ing of |)hilosophy, except what was imparted 
to him thi-ough the conversation of his friends. 
But the fact that he had been registered in the 
department of philosophy', he tells us, made 
on his dreamy, easily-moved and susceptible 
life a very great impression, and gave his 
studies an imexpected, higher meaning. Con- 
cerning the mathematical lectures he says : 
"The lectures of my excellent teacher had not 
the same value that they might and would have 
had, if I had seen in the sequence of the in- 
struction and in the progress of the same, more 
inner necessity and less arbitrariness." 

He found more satisfaction in the teaching . 
which he received in botany, zoology and natu- 
ral history. In the handling of mineralogy, 
which he greatly loved, he discovered how little 
his eyes were opened and how feebly he had 
learned to see. He says that in the natural his- 
tory branches he had a sensible, loving and 
benevolent teacher and that through him his in- 
sight into nature was essentially quickened and 
his love for observing it made more active. 

It was this experience which led him in after 
life to give little children suitable directions 
and encouragement in acquiring hal)its of close 
observation. 

Our young student lived very economically 
and in a secluded way at Jena, seldom appear- 
ing in public places and visiting few other stu- 
dents except his brother. But we are told that 
he did attract the attention of several natural- 
ists because of his eagerness to advance in 
their line of study, and that he accepted their 
invitation to join two societies which they 
Avere forming at that time. 

But here in Jena, being well started in his 
studies, he soon began to meet with fresh 
trouble, an element which was destined to en- 
ter into every period of his life . He had brought 
enough money with him to last for a consider- 



able time but after awhile, at the request of 
his brother, he loaned him the greater part of 
his little store, on a promise that it would be 
repaid so that no inconvenience should result 
to him from the loan. This i)romise was not 
fuliilled, and some accounts say that Traugott, 
wlio was in his last 3'ear at the University, 
even departed from the city leaving the boy 
without support for the future or means to pay 
bills which were already over-due. At all events 
Friedrich found himself toward the end of his 
third half year, in the summer of ISOl, in debt 
thirty thalers, a little less than $2b, to a res- 
taurant keeper, and having nothing to pay was 
thrown into the University prison where he 
languished for nine weeks. 

There are some things about this narrative 
which seem incredible. Pievious to his im- 
prisonment the creditor had for a long time 
threatened to resort to extreme measures and 
had made a demand on the father, which the 
latter had met Avith a very positive denial. The 
I'eason for this refusal is said to be that the el- 
der Frcebel allowed himself to be wholly domi- 
nated in the matter ])y his wife. After his con- 
finement had begun Friedrich wrote again to his 
father for help and also to his guardian, who 
still held a part of his money. But he received 
no aid from either quarter, the uncle declin- 
ing succor because of some section of the city 
ordinances which prevented him from interfer- 
ing in such an affair. It is supposed that he took 
this ground because he felt that the money he 
had already advanced had been misapi)lied and 
that, under the circumstances, it was the fath- 
er's duty to take action and that by W'ithholding 
help he could ultimately force his brother-in-law 
to meet the obligation and release his ward. 

Meanwhile Froebel spent the nine weeks of 
his prison life in the study of Latin, in which 
he felt himself to be deficient. He was finally 
released by deciding to give a note of hand for 
the amount involved, as his father's heir. This 
note his father cashed, on condition that he re- 
nounce all further claim to the parental estate. 
Being at liberty, he went home at once, thus 
giving up his course after a residence at Jena 
of about eighteen months . It was in the spring- 
time when he was just nineteen that he came 
back to the parsonage at Oberweisbach and he 
writes as follows: "Naturally I entered the 
house with a heavy heart, a troubled mind and 
an oppressed spirit." He noAV began to apply 



PARADISE OF CHILDHOOD. 



23 



himself to literatun' and wished to make a close 
review of all that he had learned and treasured. 
Happy in this occupation he shut himself up in 
his little chamber day after day, with his books. 
The step-mother suggested to the father that it 
would be well to surprise him at his work, be- 
ing suspicious that something was going on that 
ought to be stopped. And so the father en- 
tered the room suddenly one day, to find Fried- 
rich writing at a tal>le, withapileof papers be- 
fore him. He looked through several sheets 
and then angrily exclaimed: "Now what non- 
sense is this? What an aimless destruction of 
paper !" And the record adds : '-No doubt all 
his papers would have l)een thrown into the fire 
and he banished from the place had not his 
l)rother Christoph been present and moderated 
the father's dis])leasure. A little later Friedrich 
went to an estate in Hildburg owned by a rela- 
tive of his father, to become the steward's as- 
sistant, where he remained some months. 

The weeks which he had spent at home had 
revealed to him in a stronger light than ever 
before his father's excellent qualities, and he 



deeply regretted the estrangement between 
them. Days and nights he tells us that he was 
busy in his mind planning how to write to his 
father in the warmest words what was passing 
within his heart, Init when he sat down for that 
purpose his courage sank and the fear of ai'ous- 
ing new and greater misapprehensions made 
him lay his pen aside. 

A little later the father was taken sick and 
sent for Friedrich to help in regulating his affairs 
and correspondence. The old man died in Feb- 
ruary, ]'S02, and in writing of this event the 
son says : "My father carried his anxiety for 
my future in his heart till his last hour. May 
his gioi-ified spirit, while I write this, look down 
on me Avith pleasure and benediction, and now 
be contented with the son who loved him so 
deeply." It was at Easter 1802, that the 
young man left the parsonage at Oberweisbach, 
once more to seek his future in the wide world, 
and there is no record that he ever returned 
there for any permanent stay. Henceforth he 
was the master of his own actions. 



1802— iSoS— BECOMES A TEACHER. 



From Oberweisbach Froebel went first to the 
forest court near Bamberg, to take the place of 
court actuary or clerk. According to one 
translation this position was that of treasurer 
of the episcopal department of finance. He 
remained there for nearly a year and then went 
to Bamberg, which had meanwhile been ceded 
to Bavaria. He made the change because he 
thought that the projected land survey under 
the new government would give him employ- 
ment. This change resulted in his doing some 
map drawing and surveying, but he did not get 
the government appointment for which he had 
hoped. Therefore he advertised in one of the 
papers for a position, at the same time sending 
the editor some of his architectural a act geomet- 
rical work for use as illustrations. This ad- 
vertisement brought him the offer of a private 
secretaryship to the president of Dewitz in 
Meeklenlierg, who lived at Gross Milchow, 
which he accepted in February, 1804. His most 
important work there was to reduce to order, 
according to a plan laid out V>v the owner, some 
accounts that were badly tangled. 



But this occupation became distasteful after 
a little and the young man resolved to supple- 
ment his mathematical attainments by study- 
ing architecture, so as to make it his life work, 
provided the means could be secured. He had 
a friend who was a private tutor at Frankfort, 
and he determined to join him there for the 
purpose just named. Consequently he wrote 
to his eldest brother asking for assistance. In 
due time the answer came, but Fra^bel carried 
it around with him for hours witho^it unsealing 
it, and for days he did not read it, because he 
felt, as he says, that there was little probability 
that his brother could help him in accomplish- 
ing the wish of his soul, and so feared to find in 
the letter the destruction of his life. And he 
adds : "When after some days of alternation 
between hope and doubt I finalh' opened the 
letter I was not a little astonished that in the 
beginning of it the most heartfelt sympathy 
was expressed. The further contents moved 
me deeply. It contained the news of my uncle's 
deatli and the announcement that a legacy had 
fallen to me." 



24 



QUARTER CENTURY EDITION 



As a result he established himself at Frank- 
fort in the summer of 1805, expecting to devote 
all his energies to architecture. But this choice 
was not a lasting one. The student began to 
ask himself, ' 'How can you work through archi- 
tecture for the culture and ennobling of man?" 
In a few weeks he met the principal of a model 
or normal school Avhich had lately been opened 
in the city. This man's name was Gruner and 
he urged Froebel very strongly to give up the 
idea of being an architect and to at once be- 
come a teacher in his school, a proposition 
made on the first evening of their acquaintance, 
because Frceliel spoke so earnestly aliout the 
necessity of each person getting into the place in 
this world for which he is l)est fitted. We are 
told that in the midst of his spirited talk he felt 
the touch of a hand on his shoulder and that Dr. 
Grruner said : "My friend, yon should not be 
an architect, you should be a schoolmaster. 
There is a place open in our school ; if you agree 
to it the place is yours." 

Froiibel accepted this summons as a call of 
Providence; in August, 1805, he went to Yver- 
dun iu Switzerland to see and hear Pestalozzi, 
who was then the great educational light of the 
day, the fountain-head of all new educational 
ideas. He tarried there as an observer for two 
weeks. He attended the recitations and wrote 
out the account of what he saw, so that he might 
report it on his return to Frankfort, which oc- 
curred in October. Then he l>egan teaching in 
good earnest, nccording to the new i)lans, his 
branches being arithmetic, draAving, geometry 
and the (lerman language. There were two hun- 
dred children in the school, with four regularly- 
appointed and nine private teachers. His first 
venture, he being then in his twenty-fourth 
year, w-as with a class of thirty or forty boys, 
between the ages of nine and eleven. 

An extract from a letter written to his In'other 
Christo})h at this time shows conclusively the 
spirit with which he entered into the work : "I 
must tell you candidly that my duties in the 
school are prodigiously exacting. Even in the 
first hour they did not seem strange to me. It 
appeared to me as if I had already been a 
teacher and was born to it. I cannot sketch my 
strange observations in all their fullness. It 
is plain to me now that I was really fitted for 
no other calling, and yet I must tell you that 
never in my life had I thought to become a 
teacher. In the hours of instruction I feel mv- 



self as truly in my element as the fish in the 
water or the bird in the air. You cannot think 
how pleasantly the time passes. I love the 
children so heartily that I ani eontinuall}' loiig- 
ing to see them again. You should see me 
sometimes when 1 am busy ; you would truly 
rejoice over my happiness. I have certainly 
this pure enjoyment of the consciousness of 
the high aims of my work, the cultivation of 
the human soul to thank, as well as the hearty 
love of the children with which they reward me. " 

At another time, speaking of those days, he 
said: "I was inexpressibly happy — from the 
first moment I felt complete consecration. What 
many-sided efforts ! What abundant activity' ! 
I must give ad\ace, explanation, interpretation, 
decision over so many things on which it had 
never been necessary for me to think definitely. 
I was alone in a strange city. I sought my an- 
swer therefore where I had so often found it, iu 
my own mind, in life and in nature. And from 
them came voices which revealed to me how ex- 
cellent for my own culture had been my toil- 
some develoi)meut, for I received from out the 
depths of the mind, of life and of nature, answers 
which were not only satisfactory, but which 
also, through their simplicity and undoubted 
accuracy, possessed a youthful newness and 
vigor which produced a quickening and ani- 
mating effect." While entertaining such ideas 
how could Froebel torment his pupils with the 
system of teaching which had so vexed and 
tortured him when a boy? He was forced for 
himself and for them to break a new road, to 
create a new system of instruction. He was 
now in a position not only to make his experi- 
ments freely, but was under obligation to map 
out original pedagogical Avork. 

One of his fii-st suggestions to his fellow 
teachers along this line of new educational en- 
deavor Avas that they should midertake weekly 
walks with the pupils, as a direct aid in pur- 
suing the particular study which was under 
consideration at the time. One teacher should 
take his class out with reference to botany, 
another for the iuA'cstigation of zoology and a 
third as a help in acquiring knowledge of geog- 
raphy or for gaining neAV lessons in horticul- 
ture. In many respects he adopted the plans 
already proposed by Pestalozzi, l)ut AAith im- 
poi'tant A^ariatious. Pestalozzi held, for in- 
stance, that the study of geography need not iu 
the least be associated Avith the child's obsei-vn- 



PARADISE OF CHILDHOOD. 



25 



tions, but should have for its starting-point the 
bottom of the sea. But Frteliel first talked Avith 
his pupils about the house in which tliey found 
themselves, advancing from the house to the 
street and the city in general, and then out into 
the world at large. Regarding this method, he 
says: "I took everything according to nature 
and drew the picture immediately, diminished 
in size, on an even surface of ground or sand 
chosen for the purpose." Do we in these words 
catch the first suggestion of the sand modeling 
which forms such an important part of the 
geographical instruction of our day ? By way 
of further explanation, Fra^beladds : "When 
the picture was firmly grasped and imprinted 
we drew itiu school on a horizontal blackboard. 
It was first sketched by the teacher and pupil, 
then made an exercise for every scholar. Our 
representation of the earth's surface had at 
first a spherical form like the apparent horizon." 
His method won the a})probation of the teach- 
ers associated Avith him and also of the chil-" 
dren's parents, owing to the excellent results 
shown at the first public examination of the 
school. 

In addition to his school duties he gave in- 
struction for two hours to three children in a 
private family named Yon Holzhausen, who 
liA^ed on the plains near Frankfort, spending 
a good deal of his time Av-ith his pupils in the 
open air and in getting acquainted with the 
plant Avorld. 

In July, 1807, he left the school to become 
the regular teacher of the three boys just men- 
tioned, under the contract which stipulated 
that he need ne\'er be obliged to live with his 
pupils in the city, and also that they should be 
committed to his care without reservation. Of 
this period he writes : "My life at first with my 
pupils was very circumscribed. It consisted 
of li\nng and Avalking in the open air. Cut oft" 
from the influence of a city education, I did 
not yet venture to introduce the simple life 
of nature into the sphere of education. My 
younger pupils themseh-es taught me and guided 
me to that. In the following year this life Avith 
my pupils was especially roused and animated, 
when the father assigned them a piece of field 
for a garden, which Ave cultiA^ated in common. 
Their highest joy Avas togiA'e their parents and 
me fruits from their garden. Oh, how their eyes 
glistened when they could do it ! Beautiful 
plants and little shrubs from the field, tlie great 



garden of God, were planted and cared for m 
the little gardens of the children," 

" Afterthattime my youthful life, as I mental- 
ly reviewed it, did not api)ear to me so entirely 
useless. I learned what a very different thing 
is the care of a plant, whether one has seen 
and Avatched its natural life at the different 
epochs of its unfolding or if he has always 
stood far from nature. A little child that freely 
and A'oluntarily seeks flowers and cherishes and 
cares for them in order to wind them into a 
bouquet for parents or teachers cannot 1 )e a l)ad 
child or l)ecome a bad man. {Such a child can 
easily Ije led to the love and to a knoAvledge of 
his father, God, who gi\'es him such gifts." 

The aboA'C passage is Avorthy of a second read- 
ing, because it illustrates the fact that although 
FroebelAvas at times A'ery obscure in his attempts 
to giA'e expression to his ideas he was, ncA'er- 
theless, aide on occasions to clothe his thought 
Avith a clearness and beauty which challenges 
admiration. 

In those days which Froebel spent with his 
pupils in the little country house that had been 
fitted up for them he sought ahvays tocomljine 
labor Avith instruction and Avhen the boys were 
busy with hatchet and spade, Avith oar or fishing 
tackle, he made e\'ery occupation serAiceable to 
awaken their desire for knowledge. And we 
are told that the regular and moderate method 
of living Avhicli they followed banished all the 
indolence and helpless dependence of the chil- 
dren, so that in a short time they improved 
wonderfully in liealth and strength and the 
keenness with Avhich they enjoyed life was 
greatly increased. 

When, however, autumn approached, with its 
dark days, long evenings and bad weather, con- 
siderable time was gi\^en to the practice of 
music and drawing. But there were still un- 
occupied hours which in summer had been de- 
A^oted to rural occupations. How could they 
be spent pleasantly and profitably ? Referring 
to liis experience at this time, Froebel says : 
' 'When my pupils came to me Avith some new de- 
]nand I asked myself, 'What did you do when 
a boy? What happened to you to quicken 
your impulse for actiAaty and representation ? 
By Avhat means was this impulse at that age 
most fitly satisfied ?' Then out of my earliest 
boyhood something came to me which gaA^e to 
me at tliat moment all that I needed. It was 
tlu' simple art of imprinting, on smooth paper, 



26 



QUARTER CENTURY EDITION 



signs and forms by regular lines. " He also re- 
membered how he had tried to keep himself 
busy with all kinds of braided work from paper 
and binding twine, and he resolved to try this 
occujiatiou with the l)oys. 

In carrying out this plan he was brought at 
once to a realizing sense of the crudeness with 
which the impracticed hand does its work, how 
poorly the will is master of the finger-ends un- 
der such circmnstances, and how inaccurately 
the eye observes. Consequently he designed 
a few preparatory exercises for training the 
hand and eye, so that the boys could under- 
take their pasteboard work. He began with 
the folding and the separating and pasting of 
papei'S. He also let them work with twine, till 
they became experts in making nets and game 
bags. In these occupations they had to bring 
into practice what they had learned in draw- 
ing, arithmetic and geometry. Later in the 
season they did some work in wood. 



Thus early in his career we catch the gei'm 
of the kindergarten thought which dominated 
Fnebel's life in after years. We are also told 
that the little house Avhei'c he and his young 
peoi)le worked is still preserved as a token of 
rememln-ance and contains a room in which 
evei-ything is left just as it appeared in those 
daj'S, The mother of the three boys preserved 
every memorial of Frrebel with religious venera- 
tion during bis lifetime, while he in turn held 
her in high esteem, so that for a long period 
a correspondence was kept up ])etween them. 
After a year of this special work as a private 
tutor Fradjel became a nxi( )us to secure a wider 
development for himself and his pupils than 
country life afforded, and so, in the sunuuerof 
1.S08, he took them to Pestalozzi's school at 
Yverdan, where he remained with them for two 
years, acting meanwhile as pupil and teacher, 
l)eing resolute in his determination to secure a 
pedagogical education . 



1808— 1810— RELATIONS WITH PESTALOZZI. 



TiTE records of P^ rebel's life at Yverdun are 
meager, nuich ])eing left to the reader's imagi- 
nation. We knoAv that he tried on his arrival 
to secure quarters for himself and his pupils in 
the main school building, or castle as it was 
sometimes called. Failing in this, the quartette 
obtained lodgings in an adjoiniug dwelling, tak- 
ing their meals with the other students and 
sharing in their instruction. F'ra^l)el tells us 
that during this periodhe was l)oth teacher and 
scholar, educator and pupil. He made it his 
biisiness to talk with Pestalozzi regarding every 
subject that came up from its lli'st point of 
connection, so that he might understand it from 
the foundation. And he adds : '^I soon felt the 
need of unity of endeavor in means and end. 
Therefore 1 sought to gain the highest insight 
into everything. I was pupil in all subjects, 
numbers, form, singing, reading, drawing, lan- 
guage, geography, natural science, dead lan- 
guages, etc. In what was offered for youthful 
life, for comprehensive teaching, for higher 
instruction I missed that satisfying of the 
human being, the essence of the subject. Pes- 
talozzi's \'iews were very miiversal, and, as ex- 
perience taught, only awakening to those al- 
ready grounded in the right. In connectioii 
with the subjects tauglit, the instruction in 



language struck me first in its great imperfec- 
tion, arbitrariness and lifelessness. During 
the time spent at Yverdun the discovery of a 
satisfying metliod of teaching the mothei- 
tongue occupied me especially. 

I })roceeded from the following considera- 
tions : Language is the image, the representa- 
tion of a world, and is related to the outer 
world through articulately formed tones ; if I 
wish properly to re|)resent a thing I must know 
the original according to its character. The 
outer world has objects ; I must also have a 
decided form, a decided word for the ol)ject. 
The objects, however, show qualities ; lan- 
guage nuist, therefore, have quality words in 
its construction. These qualities are neces- 
sarily bound uj) with the objects ; qualities of 
being, having and becoming." 

Containing the story of his life at Yverdun, 
Fra?bel says that he learned there to recognize 
l)oyish play in the free air, iu its i)Ower, devel- 
oping and strengthening spirit, disposition and 
body. Iu tlie plays which were tliere carried 
on and withAvhat was connected with them, he 
discovered the cliief source of the moral 
strength of the young people in the institution. 
lie saA's that at that time the higlier syml)()licnl 
meaning of play had not yet been opened to 



PARADISE OF CHILDHOOD. 



27 



him, so that he could only regard it as a moral 
power for body and mind. The walks which 
the students took had an equally good influence 
with the plays, particularly those taken in the 
company of Pestalozzi. lu sunnning up the 
results secured by his stay at yverdun FroL'ljel 
writes : '^There is m> question that Pestalozzi's 
public and especially his evening reflections, 
in which he liked to exert himself to awaken 
and unfold the ideal of noble manhood and true 
human love, conti'il)uted most essentially to the 
development of the inner life. On the whole, 
I spent in Yverdun an inspiring, grand, and 
for my life, decisive time." 

From another account of this period we get, 
first a clear idea of what Fra'bel hoped and ex- 
pected to find in Pestalozzi's teachings, and 
then the particulars wherein he was disaj)- 
pointed. "If I comprehend what 1 sought 
and expected there," writes Fra^bel, referring 
to Yverdun, "it was a robust inner life, which 
should find utterance in many ways in creative 
acts ; a healthy and strong life of child and 
youth that should answer all the requirements 
for the development of ])ody and soul. I 
thought that Pestalozzi must be the arteries 
and central point of all this vitality and effort, 
and out from this focus in all directions the life 
of the youth, as of the teacher, must be pene- 
trated. With such high-strung expectations I 
arrived at Yverdun, and I doubted not that 
I should find there tlie solution of all my 
questions." 

In a certain sense, this same narrative adds, 
Fro^belwas not deceived in his expectations. 
Pestalozzi did indeed form the shining center 
of his circle and from his warm heart radiated 
light and life. But after a little Fra'bel, who 
had nothing to do butoliserve. Investigate and 
examine what was being done, began to dis- 
cover more and more weakness in the methods 
which were practical, methods that produced 
desirable results only through the inspiring 
mind of Pestalozzi, results that could have 
been reached by other means quite as well, and 
perhaps better. Meanwhile the strength of his 
love and self-sacrificing l)enevolence replaced 
in many resj)ects the want 'of the clearness, 
discretion and firmness which he lacked. 

As Froebel lingered at Yverdun month after 
month his aims became plainer to him and he 
gained a deeper insight of the early require- 
ments and laws of the child's development than 



Pestalozzi possessed. This fact, however, did 
not prevent him fi-om esteeming the country 
foi-tunate where such a man as Pestalozzi lived 
and worked, and he felt anxious to render him 
all the honor which was his due and also t<> 
sound his praise in public. But he became 
thoroughly convinced that the foundations of 
popular education for real life must l)e fixed on 
some basis more natural, more anthropological 
than any which Pestalozzi could offer. 

AYlien Froebel and his pupils left the school 
the management had reached a crisis, so that 
everything fell into disorder, and he was obliged 
to accept the conviction that the esteemed and 
amial)le Pestalozzi was surrounded by false 
friends and badly supported, and that his work 
however excellent in itself, lacked a sutficient- 
ly healthful vitality to set forth and prove itself 
a permanent reform in popular education. 

in dwelling on this part of Fra'l)el's life we 
have taken pains to record as fully as possible 
his impressions of Pestalozzi which were gained 
through two years of daily intercourse w ith him, 
because many people of the present day, some 
of whom ai"e regarded as eminent educatoi's, 
persistently maintain that in publishing to the 
world the kindergarten system of infantile 
education Fra'bel really originated very little, 
and that all the ideas which he put forth that 
have since proved of any value were derived 
from Pestalozzi. While there is neither room 
nor disposition for us to argue this question 
here, we advise all students of the kindergarten 
system to undertake to settle it for themselves. 
Let them study, as they have opportunity, the 
philosophy of both men, as it is outlined in 
their writings, and trace out the results as they 
appear in the educational field to-day. Then 
each one Avill be competent to decide whether 
through native ability and the practical train- 
ing of experience it was possible for Pestalozzi 
to transmit to Fra-bel anything on which he 
could evolve what the world calls in oiu- dny 
the kindergarten system. 

The reader of these lines is asked always to 
bear in mind that the purpose of the present 
narrative is to give the well-accepted facts of 
Fnebel's life in the order in which they oc- 
cui-red, with as little embellishment as possible. 
But if at this particular point we may be al- 
lowed an opinion as to what constitutes the 
radical and essential difference between the 
philosophy of Fra'1)cl and that of Pestalozzi, 



28 



QUARTER CENTURY EDITION 



it is tlie (litTercnce between self-activity find imi- 
tation. The latter is always preaching what we 
limy term the gospel of imitation, always tetich- 
ing the eiiilil to imitate what the teacher lias 
done ; on tlie other hand the kindergarten sys- 
tem inculcates the gospel of originality by pre- 
senting certain basal principles which must be 
followed, but which when mastered by the pujiil 
are sure to stimulate him to original work. 
Pestalozzi was helpful to Frcjebel at a time when 



he most needed pedagogical eiiligbtenment, 
but to assert that P^r<rbel is merely the inter- 
])reter of Pestalozzi is to make a claim which 
is not to 1)6 lightly accepted without analytical 
and conclusive i)roof. 

Returning to Frankfort in 1810 Froebel con- 
tinued his engagement as private tutor in the 
^"on Holzhausen family for a year longer, and 
then resumed his University studies with much 
satisfaction to himself. 



i8ii-i8i:'-FINAL UNIVERSITY STUDIES. 



In the summer of 1811, being twenty-niue 
years old, Froebel entered the University at- 
Gottingen, more than ten3'ears after he had re- 
liiupiished student life at Jena. At Gottingen 
he at once devoted himself to the study of lan- 
guages, beginning with IIel)rew and Arabic, 
with a view of also paying some attention to 
the Indian and Persian. He also devoted a 
certain amount of time to Greek and clipped 
into the old favorites, physics, chemistry, min- 
eralogy and natural history in general w'ith re- 
newed ardor, and also astronomy. He enjoyed 
himself greatly in the pursuit of knowledge un- 
der these new conditions and lived alone that 
nothing niiglit interfere with his chosen Avork. 
It was his habit to walk :ibout the beautiful sul)- 
urbs of the city during the latter jiartof the af- 
ternoon, "in order to be greeted by the friendly 
rays of the sinking sun," and these rambles 
were sometimes extended till near midnight. 

He had been at Gottingen but a few weeks, 
however, when his chronic lack of funds be- 
came once more a serious matter and he made 
up his mind that he must turn his attention to 
literary work as a help in his support. Plis 
apprehensions Avere relieved, however, by the 
receipt of a legacy fi-om his mother's sister 
which made it possible for him to continue his 
studies without interruption. He was particu- 
larly interested in the lectu.res on mineralogy, 
which gave him an insight into the fundamental 
forms of crystals ami other minerals. For us 
to trace the fruits of this study in the kinder- 
garten system as Frcebel has handed it down 
to us is not difficult. 

AVhat he learned at Gottingen stimulated his 
ambition to go to Berlin and continue his in- 
vestigations of mineralogy, geology, crystallog- 



raphy and their laws, at the college of Prof. 
Weiss, who was a famous instructor in those 
branches. He also resolved to make the change 
liecause he hoped that Berlin would afford bet- 
ter opportunities for securing a place as tutor, 
as the legacy just mentioned would not support 
hiin for many months. Consequently he went 
to Berlin in October, 1812, at once devoting 
himself with undiminished enthusiasm to the 
subjects which he loved and at the same time 
becoming instructor in a distinguished private 
school. 

The months of fall and winter passed (juickh' 
and in the early sj^ring the throb of the war 
drum cut short, almost in the twinkling of an 
eye, his University course, as it has done that 
of many noble men in other lands and times. 

Right here, if we stop for a moment to re- 
view the years Avhicli Fra4iel spent within col- 
lege w'alls we must admit that he acquired a 
good education, although it was gained mider 
difficulties. Flighteen months at Jena, a year 
at Gottingen, six months at Berlin, three Uni- 
versity years in all, spread over a period of 
fourteen, this was his peculiar college course, 
sup})lemented with a good many months of 
professional study. As aresult he Avas thorough- 
ly grounded in mathematics, had an expert 
knoAvledge of natural history and a training in 
languages which Avas respectable. He seems 
to liave been a faithful student, although there 
is little evidence tliathe was a brilliant scholar. 
In addition to the learning of the schools he 
also secured the practical experience of a drafts- 
man and surveyor, and taken together, the 
circumstances of his life, as thus far recorded, 
particularly titted him to be the founder of the 
Idudergarten system. 



PARADISE OF CHILDHOOD. 



29 



1813— 1814— A SOLDIER OF THE LEGION. 



In the spring of 1813, Freidrieh Froebel, a 
student of the natural sciences in the Univer- 
sity of Berlin, aged thirty-one, enlisted at 
Dresden as a private in the Lutzow corps of the 
German army, under a call of the king for the 
nation to take up ai'ms against Napoleon. In 
writing of tliat time Georg Ebers, the novelist, 
says, "The snow drops which hloomed during 
the March days of 1813 ushered in the long- 
desired day of freedom, and the call 'to arms' 
found the loudest echo in the hearts of the 
students." 

At this point in the narrative we may, per- 
haps, be pardoned for remarking that the critics 
of Fro'bel have always delighted to embellish 
certain allegations against him with such met- 
aphors of ridicule and invective as they could 
connnand. . One of the principal charges is that 
of effeminacy, which, it must be confessed, 
is somewhat borue out by several of his pictures 
which are on the market and certain charac- 
teristics of dress which he affected. While 
his admirers might be glad to eliminate these 
matters from his private history, if they could, 
it is nevertheless true that the world Avill for- 
give a man for parting his hair in the middle, 
if his thoughts and acts are such as to render 
him immortal. 

That Fnrbel had a realizing sense of wo- 
man's wonderful possibilities in the training of 
young children, which amounted to an inspira- 
tion, is not to be denied. That he delighted in 
gathering the mothers about him in constant 
attempts to give them some inkling of those 
possibilities and that he spent the strength of 
his last 3'ears informing what we now call kin- 
dergarten training classes is well-known to all 
who are familiar with his history. That the little 
children loved him and hung about him all his 
da3'-s is alwa^'s admitted. But these things do 
not make a man effeminate. Some of them 
were characteristics of the Son of Man who 
dwelt in Palestine nearly two thousand years 
ago. There was no charge of effeminacy filed 
against Private Friedrich Fra^bel while he wore 
the uniform of the Lutzow Jagers or lay in the 
trenches and coolly calculated the velocity of 
the bullets whizzing over his head from the 
armies of Napoleon, as to how much faster 



those which came from the muskets wei'e flying 
than those discharged from the flintlocks. 

lie put aside every ambition, took every risk 
of life and liml), health and happiness, for the 
honor of the flag which represented to him the 
head and front of civilization, the onecounti'y 
which was worth living or dying for, as destiny 
might decide. As to his motives in entering 
the army, he says : "It was the feeling and con- 
sciousness of the ideal Germany that I re- 
spected as something high and holy in my 
spirit. Moreover, the flrmness with which I held 
to my educational career decided me. Although 
I could not really say that I had a fatherland, 
as I am not a Prussian, it must happen that 
every boy, that every child who should later 
be instructed by me would have a fatherland 
and that fatherland now demanded protection 
when the child himself could not defend it. I 
could not possibly think how a young man, 
capable of bearing arms, could become the 
teacher of children whose country he had not 
defended with his life blood. The summons to 
war appeared to me a sign of the connnon need 
of man, of tlie counti-y, of the time in which I 
lived, and I felt that it would be unworthy and 
unmanly not to struggle for the common neces- 
sity of the people among whom one lives, not 
to bear a part toward repelling a common 
danger. Evei-y consideration was secondary 
to these considerations, even that which grew 
out of my bodily constitution, too feeble for 
such a life." Truly sentiments like these 
have been regarded in all ages as belonging to 
"the stuff that heroes are made of." 

Frfebel joined the infantry division of the 
Lutzow cori)S, "Lutzow's Wild, Bold Troop," 
commonly known as the "Lutzow Jagers," and 
marched from Dresden, April 11, 1813. This 
volunteer organization had been formed dur- 
ing the previous month by Baron Von Lutzow, 
his instructions being "to harass the enemy by 
constant skirmishes and to encourage the 
smaller German states to rise against the ty- 
rant Napoleon. The corps became celebrated 
for swift, dashing exploits in small bodies. 
F'r(el)el seems to have been in the main body 
and to have seen but little of the more active 
duties of the regiment." 



30 



QUARTKIJ CKNTUliY EDITION 



Owina; to the soelusion of liis life in tlio 
liiiivcrsity liis coninulcs ■yvcre in the l)Oi>iiuiiii<i; 
of tlio oiuiipaigu nil strungorrt to liiin, ultliouiili 
many of thoiu Avt-ro IJcrliii students. At tlie 
end of the lirst inorniiio's ]u:iieh the Ker<;i':iiil, 
iutrodueed him to :i divinity student nanuHl 
Ik'inrieli Langethal, boiu at Erfurt, Septeni- 
hi'f ;i, 17!>2. A litlU' later Langetlial in turn 
prrsenU'd liis friend, AVilhehn Middendorf, 
also ji divinily student, and a life-long inti- 
nuiey began bi'tweeu the three, then and theiv. 
INIiddcMulorf "vvas Ji Thuringian, iKiving been 
1)0111 iiiA\'esti)lialia, Si'pteinber 20,1 7'.'3, Aside 
from his coiineetion with Frcebel his liislory 
was not eventful. Of him Dr. Ebers writes : — 

'"•The son ice of iMidd(>ndorf's greatness in 
the si»heie Avlieri' life and his own choieo had 
placed him niay even l»o imputed to him as a 
fault, lie, the inost enthusiastic (^f all Frtebel's 
disciples, remained to his life's end a lovable 
child, in whom the ])oweis of arich ])oetic soul 
surpassed those of the thought ful, wt'U-trained 
man. lie Avould have been ill-adapted to any 
practical i)<)sition, but no one couUt be better 
suited to enter into tlii' soul-life of young Ini- 
anau beings and to cherish and ennoble them," 

Langetlial finished his grammar school 
studies at Erfurt and then entered the I'ni- 
versity at lierlin, where he proved himself a 
scholar of unusual talent. Midway in his ca- 
rei'r there the elevation of the Prussian nation 
led him into the war. lie Avas advised that he 
must not Avrite home to his father of his in- 
ti'iitioii, because if the letter should be inter- 
cepted his act Avould be regarded as high 
treason by the French authorities Avho held sway 
at Erfurt. AVlieu asked hoAV he Avould procure 
the nuifonn of the black .lagers, he answered : 
"The cape of my coat Avill supply the trousers. 
1 can have a red collar put on my cloak, my 
coat can be dyed bhick and turned into a uni- 
form, and 1 have a hanger." lie had a daunt- 
less spirit that kncAV no such word as failure. 

The lirst halt of the corps came at JNIeissen, 
at the cU)se of a beautiful spring day, Avhenthe 
students Avho Avere in the command gathered 
together about a long table in an oju'ii space 
on the banks of the river Elbe, Avliere they 
greeted and pledged each other Avith old 
iMeissen Avine. The three young ir.en just 
named lingered at tlu> table till midnight, lay- 
ing the foundation of a friendship that has 
since become immortal, and the next morning 



they Aveiit together to examine the city's beau- 
tiful cathedral. To this circle Bauer, later 
an instructor in a lierlin grammar school, Avas 
subsecpiently admitted, and to those three men 
Frcebel limited all intimate association during 
the campaign. 

lu the fragmeutarjr autobiography Avhich 
Fnebel some years later prej)ared for the Duke 
of JMeiningeu he speaks of these days as fol- 
lows : "My principal care was to improve my- 
self in my present calling, and so one of my 
endeavors was to make clear to myself the 
inner necessity and tlu^ connection of demands 
of service ami drill ; it came to me very soon 
and easily from the mathematical, physical 
siile, and strengthened me against many little 
reprimands which easily befell others Avhen 
they thought this or that command could be 
omitted, as too trifling." Another Avriter 
puts the same idea in these words: "The 
peculiarly ivgular and orderly inclination of his 
mind made iiiiii so accurate in all points of his 
service that he ni'ver gave cause for the little 
unpleasantness which befell most raw recruits." 

These extracts become of importance Avhen 
considered in the light of some modern criti- 
cism Avhich confidently asserts that Frffibel 
could not have made a good soldier because he 
had no natural ai)titude for such service. It 
is evident that he tried to adai)t himself to the 
needs of the hour and his surroundings, no 
matter how great the i)ersonal inconvenience. 
That he Avas a good soldier, as a matter of fact, 
was fully attested by his ])romotion to be an 
olHcer in 1815, although he Avas not alloA^^ed 
the opportunity to act in such a capacity. 

"When the corps reached llavellnng there Avas 
a long halt, occasioned by an armistice, lasting 
from June 4 to August 10, during Avhich the 
four friends sought to be together as much as 
possible. The life of the camp Avas especially 
pleasant to Fnebel, he says, because it made 
many facts of histoiy clear to him. He liA'cd 
in natui-e as much as he could, and Ave are told 
that ' 'on the march, under the hottest July sun, 
Avhen most of the uien Avere trying to get rid 
of eA'crything Avhieh they could do Avithout, so 
as to make their knajisacks lighter, Frcebel col- 
lected all kinds of stones, plants and mosses 
for his study of nature and tilled his knapsack 
Avith them. At the bivouac tire he brought out 
his treasures to serve as the subject of con- 
A-ersation on natural history." 



PARADISE OF CHILDHOOD. 



31 



There lias always l)eeu some discussion as to 
liow far Fi-cL'bel shared in the hostilities of tliis 
campaign. IJoweu in liis biography says that 
of actual lighting his regiment saw nothing, 
a statement that is evidently "without founda- 
tion. Frcvbel modestly si)eak8 of the "few 
battles in which wa took part." There can be 
no question, however, that Frceliel found time 
for the active cultivation of the practical study 
of natural history and the cementing of a 
friendship with JMiddendorf, Ijangethal and 
Bauer. At times the four friends indulged in 
j)edagogical and philosophical discussions 
wdiich were greatly to their mutual edification. 
"In this way," writes Frcebel, "we passed, at 
least I did, our war life as a dream. Now and 
then, at Leipzig, at Dalenbm-g, at Bremen, at 
Berlin, we seemed to wake up ; but soon sank 
back into feeble dreaminess again." 

The Lutzow corps marched through that 
section of Germany known as the Mark of 
Brandenburg, of wdiich Berlin is a part, going 



iu tlie latter part of August, 1813, through 
Priegnitz, Macklenburg, the districts of Bre- 
men, Hamburg andHolstein, and coming to the 
Rhine in the last days of the year. Napoleon 
abdicated in the spring of 1814, went to Elba 
as an exile A|)ril 20, and the peace of Paris 
was ])roclaimed]May 30. Meanwhile Fnebel's 
regiment "was stationed in the Nethei-lands till 
July, when all the volunteers Avlio did not care 
to serve longer were honorably disciiarged. 

Doubtless Fnebel was a better man and a bet- 
ter kindergartner because of his military service. 
In later years he brought into the kindergarten 
the spirit of patriotism which will always be 
one of its prominent characteristics, wherever 
it is established. He also brought into it the 
stirring marches and lively music which the 
military camp suggests. And although the kin- 
dergarten nuist always be I'egarded as a mighty 
bulwaik of the kingdom of peace, we may well 
ask what would it be worth with these things 
taken out of it ? 



1814— 1816-CURATOR AT BERLIN. 



WiiEX Froebel entered the; army he received 
the i)romise of a position under the Prussian 
government at the close of the war, that of 
assistant in the mineralogical museum at Ber- 
lin under Prof. AWnss, "vvho had been his in- 
structor, a post that was offered him through 
the influence of friends. Consequently his 
first thought on quitting the army was to secure 
for himself this coveted place, and so he set 
his face toward lierlin, arriving there early in 
August, having stopped on the way at Lunen, 
Mainz, F'rankfort and Rudolstadt, moved by 
a desire to visit once more the region of his 
birth. 

He began his duties as curator in the mu- 
seum at once. He was occupied most of each 
day in the care and arrangement of minerals 
in a room which was ])erfectly quiet and"v\hich 
he kept locked against all intruders. The in- 
vestigation and explanation of ci-ystals also 
formed a part of his duties. Regarding this 
period of his life, he writes : "While engaged 
in this work 1 continually proved to he true 
what had long been a presentiment with me 
that even in these so-called lifeless stones and 
fragments of rock, torn from their original 
bed, there lay germs of transforming, develop- 



ing energy and activity. Amidst the diversity 
of forms around me, I recognized under all 
kinds of various modifications one law of de- 
velopment. Therefore my rocks and crystals 
served me as a mirror wherein 1 might descry 
mankind, and man's development and history. 
Ceology and crystallography not only o[)ened 
up for me a higher circle of knowledge and in- 
sight, but also sho"wed me a higher good for 
my inquirer, my speculation and my endeavor." 
These discoveries made Fradiel think for a 
time that he would like to fit himself to teach in 
some Uuiv(>rsity, but he soon gave up the idea, 
believing that he was "generally deficient in 
the preparatory studies necessary for the higher 
branches of natural science." Another reason 
why he relinquished the desire for such a career 
resulted from his reflection that the amount of 
interest shown in their "work by the University 
students of his day was too little to attract him 
to a professorship. On this theme he remarks : 
"The opportunities I had of observing the 
natural history students of that time, their 
very slight knowledge of their subject, their 
deficiency of perceptive power, their still 
greater w^ant of the true scientific spirit, warned 
me back from sucli a ])lan." 



32 



QUARTER CENTURY EDITION 



During his service as a curator he continued 
attending lectures on mineralogy, crystallo- 
graphy, and geology and also on the history 
of ancient philosoi)iiy. Those were mouths 
of marked development for the young man, who 
still Jiad the work of life before him. They 
made up the one brief period of his career 
when he was prosperous and at peace with the 
world, unless we except a few months passed 
at Marienthal, thirty-tive years later. They 
served to so jierfect his studies of natural his- 
tory that those studies bore excellent fruit when 
he came to present to the world the kinder- 
garten system of education. No one who had 
not first made the forms of crystallography 
a profound study could have brought them into 
tiiat system as an integral part of it in the way 
that Fro'bel did. 

During the last months of his term as a sol- 
dier Fro^bel became separated from his friends, 
Langethal, INIiddendorf and Bauer, so that 
when he left the army lie did not know where 
they were. All three of them, however, soon 
returned to Berlin, to resume their theological 
studies. Meanwhile Napoleon had ended his 
exile at Elba, resumed his former place as em- 
peror of France and for a few short weeks men- 
aced Europe as of old. A new Avar cloud hung 
over Germany in the spring of 1<S15, and the 
four friends re-enlisted. ''On account of our 
previous service" says Froibel, "■and by royal 
favor, we were at once promoted to officer's 
rank and each one was appointed to a regi- 
ment. There was such a throng of volunteers, 
however, that it was not necessary for any 
state officials to leave their posts or for stu- 
dents to interru[)t their studies, and we there- 
tore received counter orders commanding us 
lo stay at home." 

iMl(hlendorf came to room with Fr(pbel,peud- 
in<»l>ia expected departure foi- the war, and in 
tills way the two were brought into close com- 
panionshij) for several months. About this 
time both Langethal and Middendorf became 
tutors in private families, to secure means for 
continuing their studies, and they appealed to 
Froebel to instruct them for two hours a week 
ill the best methods of teaching aritlunetic, 
which he gladly did. 

It was during his curatorship at Berlin that 
Fi(x^bel first met Henrietta Wilhelmine Hoff- 
meister, whom he subsequently married. She 
was the daughter of an official of the Prussian 



war department, was born at Berlin, Septem- 
ber 20, 1780, had been a pupil of Schleier- 
niacher and Fichte and was highly cultured. 
She had previously married an official connected 
with the war office named Klepper, but had 
separated from him because of his misconduct. 
She came to the museum on one occasion and 
we are told that Froebel "was wonderfully 
struck by her, especially because of the readi- 
ness Avith which she entered into his educational 
ideas." Langethal and Middendorf Avere well 
acquainted Avith the family and had often 
spoken to him about her. 

Fra'bel remained at Berlin till October,181(?, 
Avhen lie left suddenly and without giA'ing his 
friends any definite idea of his future plans. 
He had, in 181.5, declined the offer of a A^aluable 
post as mineralogist at Stockholm and he se- 
cured his discharge from the museum against 
the earnest remonstrance of Prof. AVeiss. 

The reason for his action soon became ap- 
parent, hoAA'CA^er. Christoph Fnx'bel, his Avell- 
beloA^ed elder brother, who has been so often 
mentioned in these pages, died of typhus fcA'er 
in 1813, while nursing French soldiers in the 
hospitals. He A\^as settled as a clergyman at 
Griesheim and left a widow and three sons. 
The mother Avrote to Friedrich Fra^bel in 1816, 
expressing her anxiety regarding the proper 
education of the boys and api)ealiug to him 
for adA'ice. It Avas this letter that caused him 
to make the sudden resolve to giA-e up his i)lace 
in the museum. We are told that he had 
hardly finished reading it when his latent in- 
terest in the education of man suddenly mani- 
fested itself in all power and energy and pushed 
him irresistably forward to take up again his 
natural vocation and be a teacher. He deter- 
mined to dcA'ote himself to the education of 
his nephews, and as a preliminary step lietraA'- 
eled from Berlin to Osterode, where his brother 
Christian had become a spinner and. dyer of 
linen thread. There the l)rothers held a consul- 
tation and it Avas decided that Friedrich should 
openaschool at Griesheim, the primary object 
being tlio training of Cliristoi)h's children, and 
that Christian should also send his tAvo sons to 
this scliool. Friedrich took the latter Avith liim, 
tlio elder being eight and his l)rotlier six years 
old, and began his teaching November 1(5,1816, 
calling himself and the IIa'c pupils "The UniAcr- 
sal German Educational Institute," although 
they Avere housed in a peasant's cottage. 



PARADISE OF CHILDHOOD. 
1817-1831-PRINCIPAL AT KEILHAU. 



33 



Frcebel tarried at Griesheim but a few 
months. In the summer of 1817 his sister-iii- 
hiw, owing to the death of her father, decided, 
lo move her family to Keilhau, where she 
hoiight a small farm. The school went with 
lier and was re-opened June 24. The hamlet 
of Keilhau lies on the mountain side about five 
miles south-west of Rudolstadt, guarded by 
nature on three sides with protecting walls, 
which keep the wind from entering the village. 

It is one of the most attractive spots in the 
Thuringian Forest, which is not a region of 
great height, but famous for its beautiful val- 
ley's, offering a great variety of the most beau- 
tiful scenery to be found anywhere. 

The primitive condition of the village of Keil- 
hau, as late as 1815, seems strange enough 
to us. "Although not poor," says one writer, 
"the peasants had remained in the condition 
of the Middle Ages. Three houses retained 
the old form of Thuringian architectnre and 
the date of 1532 was to be seen over the door 
of one of them. The church with its pretty 
tower was nevertheless more like a cellar tlian 
the house of God. In the midst of the vil- 
lage a water course marked the street and five 
springs kept the road wet all the time. There 
were only about one hundred inhabitants and 
the living of the peasants was very simple. 
As had been done five hundred years before, 
the mayor still counted off on a notched stick 
the number of measures of wheat which each 
man was bound to pa}^ as corn tax or tithe. 
He also gave orally to the peasants an}' new 
legulations of the government, and in order to 
keep up a military appearance a da}' watch- 
man paraded the village with a broad halbred 
over his shoulder. The dress of the old man 
wns what he had worn in his youth, and tliat 
of the women descended from the mother to 
daughter." 

The beginnings of the school at Keilhau were 
very humble. The teachers, Fra^bel and Mid- 
dendorf, dui'ing the summer of 181 7, lived in a 
Avretched little hut with neither door, flooring 
or stove, while Fra?bel was building a school- 
liouse. The quarters assigned him had for- 
merly served as a place for keeping hens. In 
Jul}^ Langethal graduated from the Univer- 



sity at Berlin with the highest honors and in 
September he visited Keilhau to see his old 
conn-ades and take his brother to Selesia, where 
he had an engagement as tutor to the young 
nobility. Frrebel received him with the ut- 
most cordiality and the sight of the robust, 
merry boys who were lying on the floor that 
evening building forts and castles with the 
wooden blocks which Froebel had made for 
them, according to his own plan, excited the 
keenest interest. He had come to take his 
brother away ; but when he saw him among 
other happy companions of his own age com- 
plete the flnest structure of all, a Gothic Ca- 
thedral, it seemed almost wrong to tear the 
child from this circle. The result of this visit 
was that Langethal decided to stay at Keilhau 
with his brother, so that there might be a trio of 
teachers, and a great gain he was to the insti- 
tution, where his life work was done. More 
pupils ai'rived when he did and the new build- 
ing was completed in November. 

When Fra'l)el first came to Griesheim he 
told his sister-in-law that he wished to be a 
father to her orphaned children, a statement 
which she interpreted to suggest an ultimate 
marriage between him and herself. He, how- 
ever, had never intended it in that sense, and 
after reaching Keilhau he offered himself by 
letter to Henrietta Hoft'meister of Berlin, ask- 
ing that she would give her life to the advance- 
ment of those educational ideas in which she 
had shown so deep an interest during their 
interview in the museum. She received his 
proposal favorably, but her father made ob- 
jection and refused to give her any dowry. 
The record says that "she had lived all her life 
in comfortal)ly, almost affluent circumstances. 
But she relinquished everything, even the home 
of which she was the light and jo}', a dear 
mother and greatly beloved father who adored 
her, to devote her whole life and being to the 
apostle of a new education, whose ideas and 
schemes had elevated her soul as with the light 
of divine inspiration." When the widow of 
Christolph Fra^bel learned of the engagement 
she made over her property to Fiiedrich, and 
went to hve at Valkstadt in June, 1818. 

The weddiug oci-urred September 20, the 



34 



QUARTER CENTURY EDITION 



bride l)L'ing thirty-eight that day, and tiie 
groom two years younger. She brought witli 
her to Keilluui an adopted daugliter, Ernestine 
Chrispine. "Never," says one writer, "has 
man found abetter helpmate than this woman 
was to Fnebel. She devoted herself to the as- 
sistance of the Keilhau teaehers and tlieir edu- 
cational mission with her whole being ; made 
willingly any necessary sacritiee ; submitted 
willingly to every privation ; lived through 
days of most painful struggles with poverty 
and want, and did this all with a courage and 
devotion that was a shining example to all the 
women who have since devoted their lives to 
the reahzation of Fnebel's ideas." 

In order to do exact justice to Fran Frrebel, 
who ia 90 often and so deservedly praised, it 
may be necessary to add this quotation : 
"Froebel's wife was revered and beloved in the 
highest degree by the whole pedagogical group 
and by Fra?bel was ever treated with deepest 
tenderness and esteem. Eye witnesses assert, 
however, that altliough a very capable Avoman 
she was not perfectly (lualitied to guide the 
helm of so lai'ge and composite a household 
with sufficient circumspection and tact, and. 
that in the idea of 'unity of life' which Fra-- 
bel wished to realize there was at times some- 
thing wanting, in spite of the poetic, yes idyllic 
character of the lives of these amiable and 
noble-minded idealists, who were ready to be- 
come martyrs to their philanthropic and puie 
principles." 

What the privations endured during those 
years really were we can hardl}^ conceive. Froj- 
bel says : "We had now a severe struggle for 
existence for the whole time, up to 1820. With 
all our efforts we never could get the school- 
house enlarged ; other still more necessary 
buildings had to be erected first." As an illus- 
tration of the straits to which Frcebel was sub- 
jected, it is stated by an associate, who had 
the incident from his own lips, that at one time 
during his early struggles to put the school on 
its feet he had to live for a week on two large 
loaves of bread, on which he first measured 
the daily portions with chalk marks, so that 
he should not cut oft" more than the allotted 
part. We are told, moreover, that he was not 
afraid of long journey's on foot for the benefit 
of the cause, from which he often returned 
with bleeding feet, and that many a night he 
slept in the open ai:' to save traveling expenses 



and then gave the money to some poor child 
to support iiim in ihe school. 

Shortly after Fra'bel's marriage the father 
of Middendorf died, and he, without any hesi- 
tation, devoted the whole of his inheritance to 
the institution. Early in the year 1820 Chris- 
tian Fra'bel decided to give up his manufac- 
turing business at Osterode and join the com- 
munity with his wife and three daughters, the 
two sous being already members of the school. 
He also invested all his property in the ven- 
ture. The completion of the schoolhouse was 
now pushed with zeal, a work that ended in 
1.S22. The foUov/ing year Johannas Arnold 
Ikirop, l)orn at Dortmand in 1(S(>2, a nephew 
of Middendorf and a divinity student at Halle, 
visited Keilhau and decided to remain as a 
teacher, nnich to the disgust of his family. He 
eventually l)e('ame the mainstay of the Avhole 
enterprise. 

At this time the Keilhau family began to 
enjoy greater comforts in life. It was found 
that "the wonderful enthusiasm of the teach- 
ers and the wisdom of the educational methods 
employed, had, in a few years, made the aver- 
age pupil of the Keilhau school so greatly su- 
perior to the average i)upil of all other educa- 
tional establishments of the country, that the 
number of pupils increased rapidly and money 
began to flow more freely into the households 
of all the teachers." 

It was in the summer of l.S2(i that both 
INIidtlendorf and Langethal were married, the 
former choosing for his wife All)ertine,the eld- 
est daughter of Christian Frcehel, and his com- 
rade taking Ernestine Chrispine, the adopted 
daughter of Frieclrich Frrebel's wife. Barop 
married F^milie, Christian Fra'bel's second 
daughter, in 1828, and the third one in due 
season wedded another of the teachers. 

It will hardly be j)ossible within the limits 
of this brief narrative to give the full history 
of Froebel's career as principal of the Keilhau 
school. But in order to get a glimpse of the 
institution during its most prosperous days un- 
der the leadership of its founder we must quote 
from the reminiscences of Col. Hermann Von 
Arnswald, who was a pupil there for three 
years about 1824-26, as found in the intro- 
duction of "Fra'bel's Letters." He says that 
when he reached the school Frabel took him 
iuunediately to the boys, with whom he was 
soon at home, so thoroughly, in fact, that it 



PARADISE OF CHILDHOOD. 



35 



inado his mother feel quite sad to see liow 
olicerful her boy was at parting, when tears 
tilled her own eyes. 

The account goes on to explain that in the 
domestic life of the institution strict order had 
to he observed, and great care was taken to 
promote personal cleanliness, new comers be- 
ing examined every morning before breakfast 
to see that there was no lack in this respect. 
And woe to the boy who was reckoned defi- 
cient, because his allowance of milk for bi'eak- 
f ast was cut off, and he had to be content with 
only a piece of bread. This reduction of ra- 
tions was almost the sole punishment that was 
deemed necessary. Whoever deserved correc- 
tion was sure to find at dinner or supper a 
piece of bread on his plate, wliicli indicated 
that he must pass by all other dishes without 
tasting them. On one occasion Von Arnswald 
yielded to the temptation of eating a straw- 
berry, taken from the supper table before the 
meal was quite ready. Fra'bel saw the act 
and as a consequence the ominous piece of 
bread was put on his plate. The boy who did 
any damage at Keilhau nuist see to its being- 
repaired personally, andtlie colonel remembers 
one luckless fellow who having carelessly or 
misehievionsly bi'oken a window had to take 
llie frame on his buck for five miles before he 
could get it mended. 

During the three years of Col. Von Arns- 
wald's stay at the school no doctor ever set foot 
there. The small injuries that occurred occa- 
sionally in the gynniasium were always cured 
by the boys' mutual helpfulness. One day 
when he was at the top of the climbing rope 
his strength gave out and he slid so fasttotlie 
l)ottom that his hands were badly blistered and 
he could not dress without help for a month. 
During that time his chum cared for the 
wounded members, but nobody else noticed the 
mishap. Another peculiarity of this school 
was the absence of all vacations. No pupil 
ever went home for a while and then returned. 
But a tramp tlu'ough the Avoods extending over 
several days was repeatedly made during the 
summer season. On such occasions coffee and 
cakes were served, and the birthdays of the 
teachers joyfully remembered. Ordinarily the 
pupils drank nothing but milk and water. 

The anniversary of the battle of Leipzig, 
the loss of which forced Napoleon to withdraw 
his armies from Germany, was alwaj's cele- 



brated on the 18th of October, the national 
sentiment being powerfully developed. A big 
fire was lighted on the mountain top that even- 
ing, "and when the flames raised their golden 
tongues skyward, popular and })atriotic songs 
were sung, and we listened to the inspiring- 
words of our teachers, every one of whom had 
fought thi'ough the wars of deliverance as a 
volunteer, all having been faithful comrades 
in the service of the great fatherland." 

When winter came it brought frequent 
sleigh rides on the ice, and the boys were some- 
times called out of bed for this pastime. On 
Christmas eve they were treated to poppy soup, 
which made them sleep soundly till five o'clock 
in the morning, when they were summoned to 
a sliort religious service, gifts were distributed 
and they were taken to church. Col. Von 
Arnswald sums up his story with these signifi- 
cant words : "1 lived at Keilhau for three years. 
At the end of that time 1 went home to the 
house of my parents healthy in soul and body. 
After a life so natural and so completely se- 
cluded from all the injurious impressions of the 
outside world there could not liave been any 
other result than perfect health." 

For fourteen years Fra'bel was at the head 
of the Keilhau school. The highest num- 
ber of pupils during that time seems to have 
])een about sixty, and in 1829 it dwindled to 
five. As an educational experiment it was in 
great measure a real success, though it did not 
reach Fro^bel's ideal. All mental requirements 
were richly provided for, and his own views 
of education carried out as far as time would 
allow, considering the imperative necessity of 
preparing the boys for the University; but the 
material wants were met with great difficulty 
and in the poorest fashion. "-None of the no- 
ble men connected with the school had in the 
remotest degree," says one writer, "imagined 
what great sums were required for the found- 
ing and continuing of so extensive an institu- 
tion as the}' had in view, and were expending 
little by little. It was very nearly true that 
they shared with each other, lovingly and trust- 
ingly, all tliey possessed, for it could be affirmed 
of them as of the first Christians 'No one said 
that anything was his own.' " 

The account goes on to relate, "It was in 
vain that every item of income was devoted 
to the common use and that each one joyfully 
brought to the sacrifice all his goods and chat- 



o(j 



QUARTER CENTURY EDITION 



ids, liis inheritance and earnings." Fnebel 
Avas too nuieh of a philiuitliropist to deiive 
very mneh gain from tlie i)ni)i]s. He eonld 
not turn away an orphan or the eliild of a 
widow merely liecausc only half could he paid 
to him, so that the school, well lllled though 
it was, yielded too little prolit to enable it to 
sustain itself." Moreover, as Emily ShirrelV 
points out in her l)iogra))hic:d si<etcli, Fi'(el)el 
was by nature a man in whose hands material 
interests could not prosper. He had no prac- 
tical ability of any kind ; and being engrossed 
with tiie inlei'cst of carrying into etfect the 
cherished views which had become a part of 
his very life, lie was i)robably less fitted than 
ever to calculate and dwell upon ])rudential 
and economical considerations. 

Barop had constantly hoped for support from 
his well-to-do family, but they had never ap- 
proved of his connection with the school and 
(inally withdivw from him altogi'ther. Little 
by little all sources of help. were exhausted, 
while the needs of the school continually grew. 
The credit of the managers began to sink, so 
that ""malevolence followed in their track and 
suspicion stalked around them in all kinds of 
deformity." 

Some of theii' troubles arose from political 
causes. Among the ])atriots who had fought 
in the war and the geneiation of University 
students which came after them there was 
nmch enthusiasm for Gcrnmn unity and liberty, 
and here and there not a little wild socialistic 
talk. The Keilhau community had adopted the 
German dress, and both teachers and pupils 
allowed their hair to grow long, and for these 
reasons the Prussian government became sus- 
picious of the school and in Se])tend)er, 1.S24, 
induced the local i)rince to appoint vSuperin- 
tendent Zeh to investigate the institute and 
make a report I'egarding it. 

This oflicial came to the school November 
23, and again March 1st, 1<S25, and the very 
favorable report wdiich he made in detail is 
still preserved, and a part of it is worth 
(pioting. "I found here," said the inspector, 
"what is never and nowhere shown in real life, 
a timely and closely united family of some sixty 
members, living in (piiet hai'uiony, all sliowing 
that they gladly perform the duties of their 
various positions ; a family in which, because 
it is held together by the strong hand of mutual 
confidence, and because every member seeks 



the good of the whole, everything, as of itself, 
thrives in ha[)piness and love." 

"With respect and hetirty affection all turn to 
the principal; the little live years' old children 
cling to his knees, while his friends and col- 
leagues hear and honor his advice with the con- 
fidence which his insight and experience and his 
indefatigable zeal for the good of the whole 
deserve ; while he has bound himself to his 
fellow-workers, as the supports and ])illars of 
ills life work, Avhicli to him is truly a 'holy 
work . ' 

Self activity of mind is the first law of the 
institution ; therefore the kind of instruction 
given there does not make the young mind a 
strong box into which as early as possible 
all kinds of coin of the most different values 
and coinage, such as are now current in the 
world, are stuffed ; but slowly, contimiously, 
gradually and always inwardly, that is accord- 
ing to a connection foundeil ui)on the nature 
of the human mind, the instruction steadily 
goes on, without any tricks, from the simple to 
the complex, from the concrete to the abstract, 
so well-adapted to the child and his needs that 
he goes as readily to his learning as to his play." 

This i-epoi-t was made to the local prince of 
Sclnvarzburg-Kudolstadt, and of course he 
could nu\ke no movt; against the school after 
such a report, had he wished to do so, therefore 
he directed the conununity to dress like other 
people and cut their hair, a very Solomon's 
judgment, says Bowen, foi- there Avas nothing 
else the matter with them. 

But the agitation which led to tiiis report 
caused nearly all the patrons of the school to 
take their boys aAvay from it. IMoreover, for 
years trouble had been fermenting fromAvithin 
asAvell as AvitlK)Ut. One of the teachers, named 
Ilerzog, set himself in stul)l)orn opposition to 
the princi[)al and drcAV Fnebel's sister-in-laAv 
and her sons to his side of the controA-ersy ; 
the three uephcAvs quai-reled Avith their \n\v\e 
and left in 1824; Ilerzog soon folloAved and 
industriously libelled the institute for some 
time. 

All of these causes placed the school under 
a ten.i)orary cloud. In writing on the "Critical 
Moments of Fra'bel's Life" Barop describes 
the situation with a graphic pen. "The num- 
ber of our pupils, he remarks, "had diminished 
to five or six, and consequently the A'anish- 
insi; little revenue increased the burden of 



PARADLSE OF CIJIIJ)! lOOlX 



37 



■dobts to a liciglit tliiit iiiadc uh dizzy. Fi-oiii 
all .sides creditors rushed in, urged on by attor- 
neys, wlio washed their hands in our misery. 
Frcebel vanished through the back door to the 
mountain when th(> duns appealed and it was 
left to Middendoi-f lo (juiet most of them in 
a degree which only he can believe possible 
who has been acvpiaintcd with Middeudorf's 
infiuence over mnii." 

For a time relief from :ill tlicse 1 roubles was 
promised because of tiie expecb'd help of the 
duke of lAIeiningen. Si'veral inlhH'Ufial friends 
of llicKeilhau woi'k called his atienliou to it 
and as a. result he sent forFi'(cbel to explain 
a schenu; for an educational institute to in- 
clude with the ordinary "litei'ary" branches in- 
struction in carpenlcry, weaving, bookbind- 
ing and tilling the ground. Half tlit; school 
hours wv.ve to be devoted to study and the other 
half were to be occui)ied by some soil of handi- 
work. This plan was the work of all the Keil- 
hau teachers and the duke was much pleased 
will) it. He i)roposed to place the estate of 
Ib'll)a, with thiity acres of land and a yearly 
grant of some live hundred dolhirs, at Frtcbel's 
dis[)osaI, as an aid in carrying out tlu; scheme. 
'J'hes(! negotiations began in 1H27, and it was 
then that Fra'bel wiott^ out the story of his life 
previous to 181(), for the iufoi'iiiiitiou of the 
duke. This record bri-aks off abruptly and 
probably was never presented to the duke. 
Secret inJiuences were set at work to change 
the duke's purpose regarding the new educa- 
tional plans and his right-luuid nuin in such 
matters, fearing lest Frcebel's influence should 
siipphint his own, (bd all that he could to pre- 
vent the establisliiiieiit of the industrial school. 
Conse(piently the duke proposed, in lS,')i, as 
a compromise, that Fnebel begin with an (ex- 
perimental establishment of twenty-five pupils. 
Fnebei felt that he had been betrayed and re- 
fused to except such an offer or to have any- 
thing more to do witJi th(! (bike. 

Meanwhile Fro'bel had foi'iiied a close friend- 
ship with the celebrated philosopher Carl 
Krause, under peculiar ciiT'umstances. Jn 
IH22 two articles by Fncbel describing his 
work at Keilhau, which had been ])r(!vionsly 
printed in another form, appeared iuThe "Isis," 
a not(Hl scientific joui-iial edited and pul)lished 
liy Lorenz Okeu. Duiiiig the following year 
Krause contributed an article to the same ])e- 
riodical criticising in some particulars what 



Fr(cbel had wiitten. 'J'he latter was too much 
occui)ie(l with iiis regular work to give the 
matter much attention at the time, liut five years 
later, under date of March 24, 1H28, he Avrole 
Krause a long letter in i"('ply, which was fol- 
lowed by a trip to (iottingeii by Fr(ebel mid 
Middeiidorf in the fall of that yeai- that they 
might become personally ac(|iiaiiited with 
KiMiise. Long discussions on education took 
placeduring this celebrated meet iug and Krause 
made Fnebei familiar with tlu^ works of Co- 
meniiis, "and introduced him t(j the whole 
learned society of (iottingen, whei'e lie made a 
great and somewhat peculiar impression." 
'I'liere can be no doubt but that his relations 
with Kitiuse at this time had considerabUe to 
do ill shaping Fr(ebers future course in re- 
s])ect to the kindergarten. 

As soon as Fi'ojbel decided that he could no 
longer depend on the (bd<e for any substantial 
help he went to Frankfort to discuss hisdifli- 
culties with friends in that city and this step 
resulted in his practically relin(|uisliing the 
control of affairs at Keilhau, although Ik; spent 
many months of his siibse(|U(!nt life, ther(;. 

A brief I'cview of Fr(ebers writings while he 
was principal at Keilhau should naturally be 
included in the account of this p(;riod. His 
lirst; published essay api)eare(l in 1M22, tlietill(! 
b(;iiig, "On the Universal (ierman K(hicationaI 
lnstitut(! of Kudolstadt," which was followed 
in \H2'.'), by a "Continuation of the A('C()uiit of 
th(! Universal German Fducational Institute at 
Keilhau." TIk; next year he printed a j)aper 
on "Christmas at Keilhau ;" "A Christinas (Jift 
to th(! I'arcnts of the I'upils at Keilhau, to the 
Friends and Members of the institute." In 
l.S2() ''Tlu! Education of Man " was brought 
out, the full title being as folhnvs : "The Edu- 
cation of Man, The Art of Education, In- 
struction and Training Aimed At in the Edu- 
cational Jnstitut(; at Keilhau," written by its 
])rinci])al, F. W. A. Fro'bel, Volume I ; "•To 
the I>eginiiing of JJoyli(X)d, Keilhau, 1H2G," 
Published by the Institute. Sold in commission 
at Leipzig by C. F.I)(erfIling, 4'.)7 pages. 'J'hat 
same year Fro'bel undertook to edit and pub- 
lish, at Leipzig and Keilhau, "The Family 
Weekly .Journal of Education." In speaking 
of these writings one editor of Fnebel's biogra- 
phy, Emilie Micliaelis,says : "Fid'bel in his 
uiibusiness lik(; way, published all these produc- 
tions piivately. Tluiy came out, of course, un- 



38 



QUARTER CENTURY EDITION 



der every (lis;ulv:int:tui', mid could only reiieh 
the liuiids of learned persons, und those to 
whom they were really of interest by merely 
ti cluuice. Fnrther, Fr(ebel, as has already 
abundantly appeared, was but a pooi', author. 
His stitf, turgid style makes his works in many 
places most dillieultto understand, as the pre- 
sent translators have found to their cost, and 
lie was therefore pratically unreadable to the 
general public. In his usual self-absorbed 
fashion he did not perceive these deticiences 
of liis,nor could he be nuide to see the folly of 
l)rivate publication. Indeed, on the contiaiy, 
lie dreamed of fabulous sums which one day he 
was to realize from the sale of his works. It 



is needless to add that the event proved very 
much the reverse." 

Thus closes an important period of fourteen 
years in Fnebel's life, a formative, educating 
period, like all those which had gone befoi'e. 
For him to found the Keilhau school, an insti- 
tution which has to this day maintained an il- 
lustrious reputation, was indeed an lionor. But 
Keilhau did more for him than he did for Keil- 
hau, it disciplined him for the immortal work 
of later years. IIm\ he been successful as its 
principal he would have been content with 
the jiiace for the rest of his days, and conse- 
(pu'iitly the world woidd never have lieard of 
the kiii(\ei'garten. 



18-.1 — 18-,7— IN SVVITZIU>LLAND. 



'0/ 



It was in the month of May, l<S31,that Fne- 
])el went to Frankfort, and there he chanced to 
meet the noted musician and naturalist Zavier 
Schnyder of AVartensee, in the canton of Lu- 
cerne, lie told this new ac(piaiiitance of what 
lui had tried to do at Keilhau and how the work 
had resulted. lie enlisted his sympathy and 
'•'exercised upon him that overpow^ei-iiig iiillu- 
ence which is the ])eeuliar proi)erty of creative 
minds." Schnyder appreciated the man and 
his efforts and we are told tliat he fairly begged 
Fr<x>bel to open a school in his castle at AVar- 
tensee. The offer was accepted without debate 
and Frcebel at once departed for Switzerland, 
taking Ferdinand Fi'celiel, the oldest son of his 
Iirother Christian, with him, I\Ii(hlend()rf as- 
suming the helm at Keilhau for the time being. 
The uncle and nephew located themselves in 
the castle so kindly placed at their disposal, 
with its splendid library, abundance of silver 
plate and elegant furniture, and began their 
school with a few peasant children from the 
immediate neighborhood. 

Hut obstacles s[)rang up before these en- 
thusiasts had really secured a foothold in their 
new (puirters. The opposition of the local 
clergy against the "heretics" and foreigiUM-s 
was from the lirst pronounced and aggressive. 
It prevented pupils coming to them from any 
distance and from families who were well-to-do, 
and so limited their income by the narrowest 
bounds. It also caused the i)eoi)le about them 
to harbor the continual suspicion that they 
were I'cady to do something which woidd in- 
jure the couununity. Added to the hate of tlie 



priests, according to some writers, was the 
malevolence of Herzoo;,a native of that section, 
who had been deposed from his place as teacher 
at Keilhau some years previous, because he had 
showMi himself to be a promoter of strife. 
Moreover, the teachers found their rooms in the 
castle very inconvenient for school purjioses, 
but the owner would not consent to addition 
or alteration on any account. 

Such was their condition at the end of a 
few months, when IJarop joined them, having 
tramped there from Keilhau, where their friends 
had become concerned about them and ap- 
pointed him a messenger to report how they 
were faring. He remained in Switzerland more 
than !i year. Soon after his arrival the three 
friends were sitting in a hotel near AV'artensee, 
talkiiigabout their dilliculties with some strang- 
ers who happened to be there, and the con- 
versation Avas overheard by some business men 
from the neighboring town of Willisau, who 
became much interested in what was said. 
They went home and reported what Fra^bel 
and his associates were trying to do in the 
interest of education, and soon an invitation 
came from twenty families in AV^illisau to re- 
move the school to that ])lace. An associa- 
tion was formed to sujjport it and a building 
w'hich resembled a castle was secured for it, 
by consent of the authorities of the canton. 
Some forty ])upil8 entered the school as soon 
as it was relocated and for a time ju-osiierity 
seemed assured. 

Hut the fury of the priests blazed out afresh 
and the teachers went about in fear of their 



PARADISE OF CHILDHOOD. 39 

livcH. ()i) OIK! oeciision (lui-iii<j,- :i cliiircli fcs- side oviu' the dclcilcs MiKltocoiKUict the studies 

tiviil u I'liiititieal Ciipiichiii monk iiiude such whieli were [xiisiicd in eoininon. His own oh- 

a fierce speech against them that ev(!ryl)ody sei'vationw and tiie i'emai'i<s of the teachers 

prescmt expected that a riot must result. While brought to him a new conviction that :ill 

the tirade was going on Fi-feliel stood in the school education was as yet without a, proper 

crowd directly facing the monk, without mov- found:ition, and, tluit until tin- education of tlic 

lug a muscle or cluuigiug a f(^atu)-e, and his nursery was r(!formed, nothing solid and worlhy 

two associates appeared ecjually oblivious to could \n) !itt:uu(!d. The necessity of trsiining 

their danger. (Strange to relate, no hand was gifted, c;i,pai)le mothers occupied his soul, :ind 

raised against the heretics, and after the monk the importance of the education of childhood's 

had disapi)eared they passed quietly thi'ough earliest years became more evident to him tlian 

tile threatening mob. (!ver. He determined to set forth fully lii'^ 

l>aro|) resolved to pi'ocnre protection if it ide:is on education, which the tyi'iiuny of a 
could be obtained, and hiid the nuitter before thousand opposing cii'cnmstau(!es had always 
the mayor, who advised that a public exami- ])revented him fi'om woi'king out in tluur corn- 
nation of the pu[)ils b(! held, as a means of pleteuess ; or at all ev(uits todo this as regards 
winning populnr esteem. It occurred on a be:iu- Ihe eailiest years of num, and then to win over 
tiful autumnal day, being attended by a gre;d, the world of womiui to the actual accom[)lish- 
crowd from diffeient cantons, and a ruiud)er ment of his phi us." 

of odleials. It began at sciven in the morn- After :i, stay of thi'ee years at J>urgdorf the 
ing and continued till seven in the (svening, health of Frau Frtebcl broke down and the doc- 
closing with games and gynnuistic exei'cises tors ordered her to seek another climate. In 
by the whole school. It wsisa gi-eat success June, iHIJti, she iuid her husband went to Hcr- 
in ev(M'y Avay, and as a I'esult glowing speeches lin, the immedi:de cause of the journey bi'iug 
about the school were made; in the council of tlu^ death of hei' mother and the necessity of 
the canton and that body voted to let the castle adjusting some matters pertaining to her inhcri- 
to Fr(ebel autl his associates at a low rateaixl tauce. WhiU; he tarried at !5erliu the funda- 
to expel from the canton the monk who had miuital thought of all his e(|iicnii(iual elTorts 
attacked them. A little later, in 1H;^3, Barop made a dec^fjer im|)ress than ever before on 
returned to Kcilhau and became its principal. Fro'l^el's mind. There it was that his hoins of 
Gradually he raised tlu; financial standing of musing were occupied with the |)lan whi(rh was 
the school, contiiuiing there till his death, taking shape for the eai'ly education of little 
many years later, and handing it down to his children. It was now c^lear to him that the 
son, the i)rescnt lu'incipal. earliest childhood is the most important time 

.lust befoi'(! Hai'op decided to return to Keil- for lunuan development, and that in the child's 
hau a de[)Utation of citizens came fi'om lierne behalf i)hiy as his lirst activity, nuist be spirit- 
to invite Fncbel to organize an orphanage at ualized and systematically treated. 
Burgdorf, in addition to his work at VVillisau, He naturally felt that his native (;lermany 
and he accepted the task on condition that other was the country in which to work out thest; 
pupils should be admitted besides oi'phans. ideas and lie never returned to Switzerland. 
Middendorf came from Keilhau to take the Langethal went from Keilhau to take Fro'bel's 
j)lace of Baroj), locating at Willisau with Ferdi- pla,c(^, and for a time he and Ferdinand Fro'- 
nand Ficelxil, while Friedrich l^'rcelx;! and his bel were directors of the Burgdoi'f school, 
wife took up the ncsw eut(;rpris(i at Biu'gdorf. Then Langethal left it to take; charge of a, girls' 
In connection with th(; regular instruction given school at Lerne, and not long after Ferdinand 
at the orphanag(! Frtebel was re(|uired to con- Frcebel died, being sincerely mourned by tlu; 
duct what was called a Repetitive Course for the whole connnunity. The Willisau institute was 
teachers of the canton. They were given three given up also, Mi(hlendorf returning to his 
months' leave of absence fnun their regular family at Keilhau, and thus it hai)pened that the 
duties once in two years, during which time educational ex|)eriment in Switzerland lasted 
they were gathei'cd at I>urg(h)rf fo)- spet-ial only a few years and met Avith but limited 
study. Concei-ning this period in Fi-cebel's life success, compared with the mental and I)hysi- 
Baro[) writes as folhnvs : "•Frccbcl liad to i)re- cal eifort liiat it cost. 



40 



QUARTER CENTURY EDITION 
1837— 1844— BLANKENBURG. 



After a few months, in 1837, Froebel and 
his wife came to Keihuui once more, and 
there the idea of the kindergarten burst upon 
him. He wrote at once to IJerUn for his lirst 
materials for the phiys and occupations, and 
selected, with the help of his friend Barop, who 
was the principal of the Keilhau school, the 
neighboring village of Blankenburg, a little 
south-west of Keilliau, for the launching of his 
new enterprise, a j^lace which he felt, on ac- 
count of its healthy location, would make the 
best home for his invalid wife. 

In giving an account of these days Bai-o}) 
writes as follows : "■When Fra'bel came back 
from Berlin the idea of an institution for little 
childien was fully formed in him. I rented 
him a locality in the neighboring Blankenburg. 
For a long time he could find no name for his 
cause. Middendorf and I were one day walk- 
ing to Blankenbuig with him over the Steiger 
Pass. He kept on repeating, '■'Oh, if I could 
only iind a name for my youngest child." 
Hhinkenbnrg lay at our feet and he walked 
moodily toward it. Suddenly he stood still as 
if riveted to the spot, and his eyes grew won- 
dei^fully bright. Then he shouted to the moun- 
tain so that it echoed to tlie four winds, '■Eu- 
reka, Kiudei^garteu shall the institution be 
called.'" This was literally a "mountain mo- 
ment" in his life, a brief period of inspiration 
which counted for more than months of everv- 
day existence. After finding the right name 
Fr<ebel determined to make an effort to put the 
wliole establishment at Blankenburg on a satis- 
factory financial basis and include in it a train- 
ing college in which women teachers should be 
shown how to deal with little children u[)tothe 
age of seven. 

The house where Fra?bel lived and la])ored 
at P>lankenburg remains to-day as it appeared 
then, a large, nnattractive, three-story structure 
on the hillside. It is still used for school pur- 
poses and bears on the front a tablet of l)lack 
and gold Avith these words : "Friedrich Fra'bel 
Established His First Kindeigarten Here on 
the 28th of June, 1840." This date is chosen 
because it was a festival day in all that region, 
commemorating the four hundredth anniversary 
of the discovery of printing, which was cele- 



brated in common by the schools of Blanken- 
bixrg and Keilhau, Fra'bel being the orator of 
the day. As a matter of fact, however, he be- 
gan the kindei^garten work soon after locating 
at Blankenburg. 

To Col. Yon Arnswald we are indebted for 
a glimpse of the Blankenburg kindergarten as 
it appeared in 1 83 9 . " Arriving at the place , ' ' 
he writes, "•! found my Middendorf seated by 
the pump in the market-place, surrounded by 
a crowd of little children. Going near them I 
saw that he was engaged in mending the jacket 
of a boy. By his side sat a little girl busy 
with thread and needle upon another piece of 
clothing ; one boy had his feet in a bucket of 
water washing them carefully ; other girls and 
boys were standing around attentively looking 
upon the strange pictures of real life before 
them, and waiting for something to tiu'u up to 
interest them personally. Our meeting Avas of 
the most cordial kind, but Middendorf did not 
interrupt the business in which he was engaged. 
'Come, children,' he cried, 'let us go into the 
garden I ' and with loud cries of joy the crowd 
of little men followed the splendid looking, tall 
man with willing feet, running all around him." 

"The garden was not a garden, however, but 
a barn with a small room and an entrance hall. 
lu the entrance Middendorf welcomed the chil- 
dren and played Avith them an all-round game, 
ending in the tlight of the little ones into the 
room where every one of them sat down in his 
place on the bench and took hold of his gift 
box. Then for half an hour they were all ver}' 
busy with their blocks, and then the summons 
came, 'Come, children, let us spring and 
spring,' and when the game Avas finished they 
went away full of joy and life, every one ]jass- 
ing l)y liis dear friend and teacher and giving 
him his little hand for a grateful goodbye." And 
then the colonel adds: "[ shall never forget 
this image of the first kindergarten, so lovable 
and cheerful. I preserA'ed it all in my memory 
and used it all as a pattern, when in time J 
had occasion to establish an educational gar- 
den in my OAvn home." 

NcA^ertheless, Fra'bel and Middendorf haxl 
the greatest difficulty in pei'suading the Blank- 
enburg people to merely allow them to have any 



PARADISE OF CHILDHOOD. 



41 



intercourse Avilli tlie little children, l)ecanse the 
pai'ents thoiiiiht timt the teaching' a child to 
play would heli) to make him a slugfiard and a 
loafer. But the two earnest ])ioneei's pei'sif^ted 
in their labor of love and succeeded in over- 
coming the local ])rejudicc to a certain extent. 
FrcL'bel had l)egun the ])ublicatiou of a Sunday 
paper the year ])efore which he 'called "Seeds, 
Buds and Fruits out of Life, for the luluca- 
tion of United Families." It bore the motto, 
"Come, let us live with our children." But he 
did not confine liis work to Blankenburg or the 
immediate neighborhood. Jn Januaiy, 1.S39, 
we tind him giving a kindeignrten address at 
Dresden, wheie tlie (^ueenof Saxony Avtisjjres- 
ent, and a month later he gave another at ]>eip- 
sig. Soon after he was called to Dresden to 
further explain the s^'stem and JVIiddendoif and 
Adolf Frankenherg went with him. The visit 
evidently lasted some time and resulted in the 
establishment of a kindeigarten in that city, 
which was taught by P^rau Fiankenberg, who 
tluis Ijecame the liist woman kindergartener, so 
far as we can leai'ii. 

While Fra-bel was at Dresden his wife died, 
May 13, 1839. She was one of those rare 
women who served an idea at the greatest i)Os- 
sible sacrifice, that of her life. Although 
mourning her loss sincerely he did not ])ause 
in his work, but soon after, at ILunburg, re- 
peated what he had said at Dresden. Month 
by month the idea of the kindergarten grew 
clearer in Fru'bel's mind, so that in 1840, at the 
Guttenljurg festival, which the schools of 
Blackenburg and Keilhau celebi-ated in com- 
mon, he was able to present a new and more 
comprehensive plan than any which he had pre- 
viously entertained, one which he hoped to carry 
out with the help of his fellow countrymen. 
On the first day of May he issued an appeal to 
the public to help him to establisli a kinder- 
garten training school, the special feature of 
his scheme being the proposition that each 
person interested in the enterprise should take 
one or more shares in it, each share having the 
value of ten dollars. His address at the fes- 
tival of June 28th was largely devoted to ad- 
vocating the plan and was directed chiefly to 
the ladies who were present on that occasion. 

Some idea of this si)eecli can l)e gained by 
the closing words : "Therefore, I da)'e," said 
he, "contidently to invite you who are lieie pre- 
sent, honorable, noble and discreet matrons 



and maidens, and tlu'ough you and with you all 
women, young and old of our fatherland, to 
assist inyour sul)scrij)tionin the founding (;f an 
educational system for the nurtur(! of little chil- 
dren, which shall be named Kindergarten, on 
account of its imier life and aim, and (jrerman 
Kindergarten on account of its spirit. Do not 
be alarmed at the apparent cost of the shares ; 
for if in your housekeeping or by your industry 
you can spare only five pennies daily, from tiie 
presumptive time of the first payment until the 
end, the ten dollars is paid at the last l>ay- 
ment. Do not let yourself be kept i'unu the 
nctual claims of the plan by tlie comteniptible 
objection 'Of what iise to us is it all'r' 

Already tlie idea of furthering the proi)er 
education of the child through appropriate fos- 
tering of the instinct of activity, acts like light 
and warmth, imperceptibly and beneficently, 
on the well-being of families and citizens ; for 
good is not like a heavy stone which only acts 
and is perceived when it is pressed ; no, it is 
like water, air and light, Avhich invisil)Iy flows 
from one place to another, awakening, water- 
ing, fei'tilizing, nourishing Avhat is concealed 
from the searching eye of man — even slumbers 
in our own breasts, unsuspected l^y ourselves. 
Good is like a spark which shines far and points 
out the way. Therefore, let us all, each in his 
own way, advance what our hearts recognize 
as good, the cai'e of young children. 

Do y(Mi ask for the profits of your invest- 
ment, the dividends on your shares ? Oi)en your 
eyes impartially, your hearts also ; thei'e is more 
in it than we have represented in the plan of the 
undertaking. Oh, is the beautiful any the less 
a gift and a real value in our life because it 
passes away easily ? Is the true any the less 
a gift because it is unseen and only the spirit 
observes it ? And shall we count for nothing 
the reaction on the fan)ily and the happiness 
of the children in joy of heart and peace of 
mind ? You can enjoy these great gifts in full 
ineasure ; forthey are the fruit of yourco-opcra- 
tion, the fruits of the garden which you estab- 
lish and care for, the fruits of your property. 
Besides, is it not almost more than this to take 
the lead and stand as models for a whole coun- 
try, to advance the hap])iness of childhood an<l 
the well-l)eing of familics,of the whole nation ?" 
AVe are told that as a I'esult of this speech Fro-- 
bel's hearers were greatly moved and that 
they did not separate without pledging a goodly 



43 QUARTER CENTURY EDITION 

Slim to :ulv!UU'i' i\\v spivjul of tlic (hm-iikui llaiiic by tlu' hrcntli oT his own lu'vcr-lailiiig- 
KiiidcriiarU'ii. ciitliiisiusui, lie proposed to visit mU the hirge 
This Kiiccess was only tciiiporary, for wiiile cities. But before setting out on tliis pil- 
Frcebel and IMiddendorf were able to overeonie griniage, in 1.S43, he pnblislied the ''Mutter 
in ii measure tlie loeal prejudiee against their Und Kose-Lieder," abooiv which was destined 
system of education for young ciiildreu the to become the most poi)ular of all his works, 
paicnls kept; insisting that they were doing the the song and picture book for mothers and 
educators a great fav<n- in allowing them to Uttle cliildren. "Traveling through the conn- 
spend their time on the children, and were try, "says Elizal)eth Harrison, "Fro'bel listened 
far from thinking that kindergtiriners ongiit to the cradle songs and stories which the (Jer- 
to be i)aid for the services rendered. Fi'(ebel man housewives told to their children. He 
was al)ie to get the municipality to grant him noticed hoAV the little children arc constantly 
the free use of a place in which to do work, in nujtion, how they delight in movement, how 
IWit it soon became evident lo him that he must they use their senses, how (piickly they observe 
seek a broader field and take up the task of and how they inveiil and contrive. And he 
educating the \n\h\k: sentiment in favor of the said to himself, '1 can convert the children's 
new educational system. Consequently the activities, energies, amusements, occupations, 
institution at Blankenburg Avas given up in all that goes by the name of play, iiivstrumental 
I. S44 and Fra^bel determined to travel about for my purpose, and transfer play into Avoik. 
(KM-many and expound his views, taking with This work will be education in the true sense 
him his faithful and elo(]uent friend Midden- of the term. 'I'he conception 1 have gained 
dorf. In order to kindle the sparks of ai)pi'c- from the children themselves ; they have taught 
elation glimmering here and there into a clear me how I am to teach them.' " 

1844— 1849— WANDERINGS ABOUT GERMANY. 



Jn the snmmei- of 1844 Fr<t'bel and Midden- earnest and loving discharge of his duties as 

dorf started out on their missionary tours for liusl)and and father. Also that he had suf- 

the propagation of the kindergarten, which were fered from the want of a thorough education 

destined to continue a number of yeais and ex- and that it was his great desire to procure 

tend over a considerable area. They visitt'd more for his children in that I'cspect than he 

in succession Frankfort, lli'idleberg, Darin- himself had enjoyed. Friedrich always had 

stadt, Cologne, Carlsruhe, and Stuttgart. Dur- great influence in his brother's family, and the 

iiig the following year Fra'bel became acquain- narrative relates that his nephews and nieces, 

ted with Louise J^'vin, who snbseiiuently be- as Avell as the older brothers and sisters of 

came his second wife. The history of this Louise, looked forward to his visits as a treat, 

woman is an interestuig story to all who are It was at the house of his brother, in 181 G, 

in any way attracted to the kindergarten or its when she Avas eighteen months old, that Fra'bel 

literature. Doiiise Levin was born at Marien- first met her. Ih' had recently resigned his 

vorstadt, a suluirb of Osterode, in the Ilarz position as assistant superintendentof the min- 

moiintains, Aprillf), IM;'). Jler father was a eralogical museum at Berlin, and resolveci to 

tanner and across the street from his house open a school at Griesheini. But' he wanted 

lived Christian Fr(el)el, brother of Friedrich, more ])ui)ils than this one family afforded and 

a spinueraiid dyeroflinenthread and the owner so visited his brother at Osterode, to persuade 

of a factory. His children were the lirst play- him to let his two sons join their cousins at 

mates of little Louise, outside of her own Griesheim. A little later the school was moved 

household. t,) Keilhau, and in 1820 Christian Fra'bel and 

In her later years Fran Fra-bel has written a his family went there to live, 
pamphlet entitled '•Keminiscences of Friedrich Concerning this change Fran Fra'bel -writes : 

Fiu'bel," which includes an oullineof the story "I Avas five years old Avlien our dear, faithful 

of her cai-ly life. She says that Christian Fra'- friends removed from our neighborhood. AVel I 

bel was a busy man in those days, but that he do J remember my brothers' and sisters' soi-roAv 

found time for mental ciiltiiii' as well as an at departing; my grief was more speedily as- 



PARADISE OF CHILDHOOD. 



43 



suuged by a legacy of all tlic toys left in tlii' 
forsaken nursery over the way." Slie S(-)on be- 
gan to exchange letters with VAsie Frcebel, who 
was two years older, although at first her baby 
hand had to be guided by that of a more ma- 
ture sister. We are told that they sent flowers 
to each other, exchanged garden seeds, and in 
similar ways ke[)t alive the friendslii[) of former 
years. In due time the boys of the Frci-bel 
family paid a visit to the Levins, and i>ouise 
was much attracted to them, as they appeared 
greatly to be preferred to her ordimiry l)oy 
playmates. Tlien her brothers were allowed an 
outing at Keilhau, and on their return they 
were constantly talking about the hai)py life of 
the bcjys who wei'c at school there, and of the 
kindness of "Uncle Fnrbel/' meaning Fried- 
rich, to them. They also bnjught back Avitli 
them many things which the i)Upils there had 
given thein as samples of their own handiwork, 
models of toys, furniture and machines, cut out 
from wood or cardboard and pastcid together. 

Louise Levin endured many hardships in her 
early days. Her father died when she was 
thirteen, her two bi'others were left widowers 
with children to care for within a few years 
after they were mnrried, and her eldest sister 
lost her husband in the pi'ime of life. All of 
these families looked to her for help in the 
midst of their troubles, and it was not till she 
was thirty years old that she was at liberty, 
to leave the home circle. As for her educa- 
tion, she tells us that it was "neither better 
nor worse than that of most girls at that time, 
the chief female acconii)lishiiient of that day 
being skill in vai'ioiis domestic aits." 

Finding herself no longer indisi)ensable to 
her relatives Jvouise Levin felt that slu; must 
make herself indispensable to some one, to fill 
a breach and have an object in life. Fran 
Middendorf had lately been visiting her and 
invited her to come to Keilhau. With the 
words of invitation ringing in her ears she 
wrote a letter offering her services to the com- 
munity and received aninmiediate answer urg- 
ing her to lose no time, but to at once become 
aworkingmember of the household. This was 
in .June, 184.5, and when Louise joined the 
family it included three daughters of Christian 
Frwbel, Fran Middendorf, Fran liarop and 
Fraulein Elsie Fra'bel, her former correspond- 
ent. Fr(L'l)el jiimself was then living m the 
neighborhood, but did not make his home in the 



school building. lint lie called 1o si e J^ouise 
soon after hei- arrival, and gave her much 
friendly counsel, which she remembered well 
and rendered useful in her relations and duties 
to those ai'ound her. 

in 1<S4() Friebel and MicUlendorf made a 
journey similar to the one undertaken the pre- 
vious year, l)ut itwas appai'ently barren of re- 
sults, just as the former trip had been. Dis- 
coui'aged with the rece[)tion he met with from 
men and ])rofessional teachers in general, Frcc- 
bel henceforth more than ever addressed him- 
self to women, mothers and teachers, with in- 
creasing enthusiasm. In the summer of 1847 
he gave an exhibition of games at a meeting 
at (^uetz near Halle. As a result of this meet- 
ing one of ills converts decided to add a kin- 
dergurten to her high s<'hool for girls iit Ham- 
burg and to employ ]\Iiddendorf's daughter vVl- 
vine as the kindergartiier. But before this 
plan could be carried out it was deemed best 
for her to take a course with Freebel, and Louise 
Levin determined to join his training claj-s at 
the same time. Consequently both of them be- 
came his pupils during the winter of 1847-1848. 
About this time Fncbel drew up the pro- 
spectus of an institution which hv. };iroposed to 
form for the training of the masses and the 
educators of children. In this prosjjcctus he 
says : "It is vei'y desirable that young maidens 
entering the institution sliould have a good 
school education. They ought to be more than 
lif teen years old and healthy and full grown. 
The age from seventeen to twenty odd yeni-s 
seems best for this training. JVIorc important 
than school education, however, is tlu; gii'lish 
love of childhood, an ability to occupy herself 
with childien, as well as a serene and joyftd 
view of life in general. There ought al&o to lie 
a love of play and occupation, a love and ca- 
pacity for singing. It goes without saying 
that purity of intentions and a lovely, W'omanly 
dispositi(jn are essential retpiisites. The fuller 
the educational accomplishments of a lady all 
tli(! more rapid and satisfactory will be her 
progress in the science." 

"'i'he means at the disposal of those willing 
to take the course are generally so limited as 
to compel a cuitailment of the time of study to 
six months. Nothing but inexorable necessity 
could have enforced such a reduction of time, 
i-endering next 1o imy)ossil»le the ncquisition of 
even such knowledge as is absolutely in:lis- 



44 



QUARTER CENTURY EDITION 



pensuhlc. Every part of the course imist be 
shortened too much in order to render it pos- 
sible to reach the end at all. The entire scheme 
is made up with a consciousness that the pupils 
themselves must fill the gaps in their develop- 
ment and by incessant industry and sponta- 
neous labor work out and perfect the ideas and 
j)rinciples mentioned in the course. There 
is no i)ossibility of reachinothe goal desired in 
so short a time unless a i)upil will give her whole 
mind, and give it determinedly and persever- 
ingly, to study. 

IJut this is not sutlicient unless the pupil has 
also learned to observe and study the phenom- 
ena of her own life and activity, and thereby 
learned to ol)serve and guide the life and ac- 
tivity of children. In this direction the study 
of tiie kindergarten ought to be continuous. 
A complete education for bringing up and edu- 
cating cliildren ought to make the pupil theo- 
retically and practically conversant Avith all the 
recpiirements of the child concerning its l)odily 
(dietetic) and mental (pedagogic) needs from 
the cradle to school age. But this is not enough. 
The normal school pupil ought also to be en- 
abled to impart a good preparation for the first 
grade of the elementary classes in the public 
schools. It is not possible, however, to in- 
clude this branch in a short course of only six 
months. A second course is necessary to give 
time enough for that kind of teaching. In 
either case, however, success cannot be com- 
pleted, unless the pupil on entering the normal 
school is sufliciently prepared as regards her 
school education, her maturity of character and 
good judgment. Such eflicient preliminary 
prejiaration will alone enable the pupil to avail 
herself of all the suggestions offered during the 
Course, and, after leaving the school, to con- 
tinue tlie study, reflect and labor for tlie pur- 
pose of finishing her own education." 

Tiie idea of Fra'bel suggesting the i)ossibility 
of faking the kindergarten course in six months 
will doubtless seem an absurdity to many kin- 
dergaileners to-day. But their adverse judg- 
ment will l)c somewhat modified when we come 
to review the proposed daily schedule given in 
the prospectus of his training school, which 
laid out work for the whole day , from seven in the 
morning until bedtime. First came the morning- 
service and a I'eligious lesson which attempted 
to trace the evolution of religious ideas in 
the child and thereby to indicate a method of 



awakening truly religious sentiments in the little 
ones. At nine o'clock the regular school day 
opened . The hour from nine to ten o'clock was 
spent in teaching "the science of the phenom- 
ena and laws of the evolution of the child ; of 
the essential nature of the child and the re- 
quirements of his nursing and his education." 
During the two hours from ten to twelve o'clock 
the principles which had been taught theoreti- 
cally the preceding hour were practically de- 
monstrated. These demonstrations were sup- 
posed to embrace practical exercises in personal 
intercourse, appropriate language in talking 
with the children, accompanying tlie singing 
with the appropriate practice of the sense and 
limbs." The specific relations between these 
exercises and the unfolding of the soul life of 
the child as an individual and as a member of 
the social whole Avere successfully pointed out. 
The Mutter Und Kose-Lieder served as a text 
book in these lessons. 

The afternoon lesson began at two o'clock. 
Till four o'clock the gifts and occupations were 
handled. Seven small text books were used, 
and it was Fricbel's intention to make clear at 
every point the manifold relations between the 
occupations and his gifts and the labors of man 
in contact Avith the circumstances of nature and 
events in life. The hour from six until seven 
Avas spent in practicing the occupations and 
games that had been taken up during the day 
Avith the children Avho came to the school for 
that purpose. After supper the pupils gaA'e 
further attention to any of the day's exercises 
which they felt they had not mastered, being 
helped by Fra'bel and his assistants. 

Such was the prospectus for the normal kin- 
dergarten, as laid out on paper in 1847. The 
criticisms Avhich its announcement caused re- 
sulted iri some modifications, but in many re- 
spects it was the scheme actually carried out 
a little later. During the six months of the 
course Fra^liel dcA-oted his Avhole time and en- 
ergy to his ]Kipils, from seven o'clock in the 
morning until bedtime, never Avearying of ex- 
plaining, lecturing, laboring and playing Avith 
them, Andwbat,the reader naturally .asks, was 
the compensation required for all this trial? 
Half a thaler each A\'eek, that is, about, thirfy- 
seA'en cents for each pupil. 

During all these years Frffbel's schemes 
were many, one being to found an institution 
foi' the support and ('(lucafion of orphans. Avitli 



PARADISE OF CHILDHOOD. 



45 



a inot^lel kiiHlcriiartcn and a iioniial institute for 
cliildren's inu'ses and kindergnrtners. Moan- 
wiiile he kept up his travels, with head-quarters 
at Keilhau. Wlierever a festival could be ar- 
ranged in commeuioratiou of Christmas or some 
otlier event, there was Fi'tebel to plan and lead 
tlie kindergarten games as a speeial attraetiou. 

VV^e may not lind it out of place riglit hen^ 
to ask ourselves, How did Fneltel look at this 
tiuK! in his life? The most definite description 
yet published oeeui'siu the "•Sloiy of My Life'" 
by (ieorg KI)ers,tlie eminent novelist, as trans- 
lated by Mary J . Safford. Dr. Ebers was eleven 
years old when he entered the Keilhau school, 
in the spring of 1848, and he gives this pen 
l)icture of Frrebel : "When I came to Keilhau 
lie was already sixty-six yeais old, a man of 
lofty statui'e, witli a face that seemed to be 
carved with a dull knife, out of brown wood. 
His long nose, sti'ong chin, and large ears, be- 
liind which the long locks parted in the middle, 
were snu^othly brushed, and would have ren- 
dered him positively ugly had not his. Come let 
us live Avith our children, beamed so invitingly 
from his clear eyes. 

People did not think whether he was hand- 
some or not ; hisfeatui'es bore tiie inii)ress of Iiis 
intcdlectiu'al power so distinctly, that tiie first 
glance revealed the presence of a remarkable 
man. Yet 1 must confess — and his portrait 
agrees with my memory — that his face by no 
means suggested the idealist and man of feeling ; 
it seemed rather expressive of shrewdness, and 
to have been lined and worn by several con- 
flicts concerning the most diverse interests. 
Lut liis voice and his glance were generally win- 
ning and his power over the heart of th(! child 
was limitless. A few woi'ds were suflicient to 
win the shyest boy Avhom he desired to attract ; 
and thus it hai)pened that even when lie had 
been with us only a few weeks he was never 
seen crossing the courtyard without having a 
group of the youngei- pupils hanging to his coat 
tails and clasping his hands and arms. Usually 
they were persuading him to tell stories and 
when he consented to do so the older pupils 
were sure to flock around him, and what fire, 
what animati(Mi the; old man had I'ctained !" 

This whole story is evei-ywhere dotted with 
(hu'k spots indicating privation on the part of 
Fnebel. At one time he sold all of his house- 
hold furniture at public auction at Rudolstadt 
to help him in the cause to which he w^as so 



thoi'ouglily devoted, "AVhen he Avas in these 
difficulties, " writes Fran Frceliel, "he seemed to 
shrink within himself, he w^as so silent ; he no 
doubt felt the hardship of being without a 
settled home after all these yeai's of toil." At 
Keilhau he lived in the most modest style ; he 
cndui'cd physical discomfoil with absolute in- 
difference, absor])ed in one object. "New 
Year's eve" Frau Fnxdiel continues, "was al- 
ways kept as a beautiful traditional festival at 
Keilhau. During the early part of the evening 
old and young joined in all kinds of games and 
home amusements and then a simple prayer was 
offered, with a retrospect of the year, followed 
by a general shaking of hands and nuituiU good 
Avishcs for the New Year, as the bells rang out 
from the village church. At this moment, in 
the year 1848, Frcvbel appeared on the scene, 
and great was the joy of the assendjled house- 
hold that h(! had kept his promise. A tabl6 
covered with Christmas gifts was quickly ar- 
ranged for him in the blue room, and 1 remem- 
ber him chatting pleasantly about his recent 
wanderings ; telling those in Keilhau about the 
increased support his kindergarten cause was 
receiving in different places in Thuringia, de- 
sciibing new acquaintances he had made, unfiJ 
he at length withdrew in the early houi-s of tlK 
first morning of the New Year. Retiring tc 
his own rooms he sat up until breakfast time 
inditing a letter 'To Womanhood,' as he after- 
wards told us." 

During the winter of 1848 Fra'bel Avent to 
Schalkau, in company with Louise Levin, who 
helped him in the direction of the games. He 
lived at the sclioolhouse and she av;is hospitably 
entertained by a neighbor. The afteinoons 
were occupied Avith rehearsals and in the even- 
ing the schoolmasters of that section used to 
gather around Fra'bel to hear more about his 
educational views and talk over the arrange- 
ments for the festival which it Avas proposed 
to hold, some months later, but Avhich Avas, how- 
e\^er, forbidden by the authorities. A similar 
visit was nuule to Lrunn, Avhere the two kinder- 
garten missionaries Avere guests of the vicar. 

In the sunnner of 1848 Middendorf published 
his book entitled "TIk; Kindergarten" and dedi- 
cated it to the Gernum pailiament, Avhich had 
just assembled at Frankfort, hoping to secure 
their earnest attention to the system. Froebel 
helped him in con-ecting the proof sheets of 
this l)ook and meanwhile busied himself in pre- 



u; QiiAirrMK' (ji^:n'iuiij\^ kdition 

piiiinii' Cor !i ])iil»rKi i!,rt1i('i'iii^' iit JvIkIoImIjkII, liis work jw :i wliok'. JVoonccoiild \v1i11j4 from 

issiiinii; invit:ilioiiM to iiiniiy HcliooliiuiHlci'rt iiiid liiiii llic iiii(l<)iil)tv(l lioiior of luiviiig l)ruu<i;lit to 

oilier proiiiiiiciil [n'oiilc from :ill pnrfs of (Icr- lii>lil some n(.'»>'l('('tc(l tnitlis rcHpcctinfj; cliiUl- 

mniiy. rinccrt of ciih iliiiiimciif IkkI 1o lie iiiiimx! :m<l of i'iviii<j; frt\sli moiniH for its dc- 

|tro\i(l»'(l forlliosc wliociimc I'rom :i distMiicc vclopnu'iit." 

Mild tlu' cliildi'c'ii of tlu' iii'i^lilxtrliood were prnc- Aflci" tlic Kudolstndt mcctiiifi!; l^'rd'bcl's cor- 

ticcd ill tlie fi'Miiu'S juid t:iiinlit ]):ip('r foldiiii>;, rcspoiidiMicc iiicri'Mscd <j,r('ntly aiid expressions 

p.M|)('r ciiltiii;;' iiiid 1li(^ l:illiiiilcrI:iciiio; by Fr:iii- of symp:illiy llowi'd in upon iiim from every 

Iciii liCvin, jit tiie litlli' Isiclifeld Hclioollionse. ((mirlcr :iiid <j,r(':Uly I'licouniu'ed liim in the be- 

IMciiiirime T'ld'hcl nlb'iided :i meeting at Os- lief that 11 belter d:iy was about to diiwii. He 

elinlz, where a resolution was unanimously spent the following winter at Dresden, giving 

|t:issed ''■'I'IkiI the governments of Saxonyand a, course of leedires for kindergartners andns- 

IMi'iningen be respectfully nrged to make the ing the kindergarten of Adolj)!! Frankenberg 

siipport of kindi'i-gartens obligatory in every and his wife as practice ground, llealsogave 

parish williin their doininions, as tlu' best i)os- :i second course to ladies and gentU'inen inter- 

sible fonndaliou npon which to rear any sys- estcd in his system, being guaranteed an ade- 

tein of public inslriiction." (liiaie salary for his work. l\li>aiiwliile Frau- 

Tlie liiidolsladt meeting came in .lime and lein Levin Jiad a('cepte(l a position as governess 

lasti'd three days. Several niembers of the in a family at Weiidsbiirg and they met at 

nalional legislature wer*' ])resent, Iniving been liergedorf during the Christmas holidays, l.SJM, 

sent there to iii(|uire into I'' riebel's methods, as Avhere they and Alvine Middendojf liappened 

wrW as representatives of reigning families in to be A'isiting. 

Hie 'riiiiriiigian stales. IMany distingni.slied About this time Frcebel became uttraeted to 

men tool^ pari in the (U'balcs, which Avaxed tlu' village of Lii'bensti'in as a ])romising loca- 

warm. Tlicre was a si rong elc>menl- of oppo- tion for u ])erinaneut training school and dur- 

silion ill Hie assi'inbly and I'^rceln'I a,n(l his ing the blaster vacation lie went there from 

friends were often ehalU'iiged. IWit they were Dresden to look for a house. Liebenstein is a 

able lo (let'eiid (heir ])ositioii wilh energy and summer resort, for straiig(M'S Avho come from 

skill, and on the whole their cause was greatly all parts of tiie country to drink the waters and 

beiielited. 1 11 speai\iiig of t his inei'tiiig I laiiscli- he felli that it would be a good l)laee from 

iiianiisays : ■• v\ IHioiigh some people might ha vi" which to exti'iid his cause, lie I'ctnrned there 

i('laiiie(| intellectual doubts about Houu^ de- in May, '•'with a view, "says Frau Fr(ebel, "to 

lails of his method, no one went away from obtaining a lease of the eoiintryliouse, 'Marien- 

lliat meeting without wannly sympathizing with Hial' from the Duke of Meiuingen." 

1849— 1852— MAR ii^:nthal. 



FifoouKi. seemvdroonisln aLiebensti'in farm- brought abont by visible means, and most of 
house through the kindiu'ss of 1^'rau IMuller, them have lo make use of help from the in- 
aial lu> began to live then' with his i>upils and lluential and the wealthy before lasting success 
his grand-niece, Ih'nrietta .Uri'ymann, (I'^rau is seeuri'd. How conldColumbns have carriiMl 
Schrader) as housekeeper. She also helped out his darling scheme and thereby chtniged the 
leach some of Hie children who were beyond Avorld's history if Isabel had not pledged lu'r 
the kindeigarleii age. W i" come now to tlu> jewels in his favor? And how could "Washing- 
period ill I'^riebel's life Aviien he ceased to light Ion, notwithstanding the valor and self sacri- 
liis ediienlioiial battles single-handed and in lie«' of his couni rymen, have brought the Amer- 
oliscnrily and was Iheretifler siH-onded in soiiu' <'an Ixcvolntion lo a, triumphant issue in the way 
measuri' by tlu' rich and the powerful. Ibit that he did if the standard of France had not 
for Hie aid of Haroness 15. A'on Marenlioltz- been Joiiu'd with the tlag of our infant republii?? 
r.iilow and her friends it is doubtful if the In this case it was not allogetluM' because the 
name of l'"iie(lrieli l''r(ebel would have come I'.aroness secured for Fr(ebel and his training 
tlowii to litis geiieralioii as being of aii\' iiii- school adeliglit fill home at. IMarienthal for the 
porlance. All of the reforms in this world are rest of his lifi* and furthered his ]ilaiis in ex'ery 



PARADISE OI^^ CHILDHOOD. 



47 



]i<)ssil)lr way aiiioiii;,' llic nohilit y and sr-iciililic 
nicii of the day, or even bccaiiHc she <>;ave her 
lil'c! with rai'C! devotion and hick of sellishness 
to advancinii tiie kin(h'r<>arten cause in dilTer- 
ent iMiropean nations that her alliance pi'oved 
of such great importance to him. There \v:is 
another sorvice which she did for Fro'lx;!, slu; 
became his interpreter. By rejiding her "Remi- 
niscences" one gets a clear and minute account 
of the last three years of his life, which serves 
as a kv.y to the whole. Her account covers 
what in many respects is the most interesting 
part of his carcier. 

It was at the end of May, LSI'.), that thc^ 
Bai'oness reached the village, when; she had 
sojoui'ned dni'ing i)revious summers. After 
the usual salutations and her question as to 
what was happening in the place that season 
she was told by her landlady that a few weeks 
befoi-e a man had settled down on a small f ai'in 
near llie springs and danced and played with 
the childivn and foi' that reason was called 
"the old fool." doing out to vvalksoiru! days 
later she met him and she desci'ibed his aj)- 
pearance on that occasion as follows : "A tall, 
spare man with long gray hair, was leading a 
group of children between the ages of three 
and eight, most of them liarefooted and scantily 
clotluid, who niarehed two and two up a hill, 
where having marshalled them for play, li(^ 
practiced with them a song belonging to it. 
The loving patience and abandon with which 
he did this, the whoh; beai'ing of the man while 
the children played various games under his 
dire(!tion wei-e so moving that tears came into 
my com})anions eyes as well as my own." 

An acquaintance followed which soon ripened 
into friendship, and through the intercession of 
the Baroness, Frcebel obtained a lease of the 
castle of Mai'ienthal as a seminary for his nor- 
mal classes. How this arrangement came to be 
made the r)ai-oness exijlains as follows : "On 
a walk which I once took Avith him, we came to 
the neighborhood of Liebenstein, charmingly 
elevated among the gieen (ields. Frtebel stood 
still and said : 'Look around you, Fran Maren- 
holtz. This would be a beautiful place for our 
institution, and (!ven the name would suit it so 
well, JNLuienthal, the vale of the Marys, whom 
he wished to bring up as the mothers of hu- 
manity, as the first Mary brought up the 
Saviour of the world.' I remarked that he 
jnight petition the duke to grant him the build- 



ing, which was standing unused, and that J 
woidd try to help him thiough tlie Duchess Ida. 
By means of the contiiuied in-omplings of her 
brother on the part of tlu; duchess this end was 
i-eached at the end of some months. And 1 
had llie ])leasui'e of surprising Frcebel with the 
olliciai p(!rmissi(in after he had almost given up 
all hope." 

In the month of July Diesterweg, a dis- 
tinguished (ierman educator, came to Jjie))en- 
stein and was introduced to Frci'bel by the 
liaroness. He became nnich interested in the 
piinciples which lie at the loundation of Fne- 
Ik'I's system and with the liaroness devoted 
considt^rable time during the summer to study- 
ing them. It was also in July, that Fraulein 
Levin secured a release from her engagement 
at Reudsbui-g and came to Liebenstein, where 
for a short +.ime she shared with Fraulein Brey- 
mann the duties of housekeeping and instruct- 
ing the pupils, but the latter soon went to her 
lioni(% being in delicate health. Wh(Mi Louise 
Levin arrived, to use Fi'cebel's words to the 
iJaroness, "she gave to his institution the 
stainpof family life," which in his view was of 
the highest importance to an entcMprisi; of that 
kind. During the month of September Mid- 
dendoif came from Keilhau to visit his friend, 
and while he was at Liebenstein a sudicient 
sum was raised, chiefly from among tlie no- 
bility, to establish a local kindergarten. A 
little later he was invited, through the influ- 
ence of the Baroness to deliver two l(!ctures 
before the court at Weimar, which materially 
advanced the kindergarten cause;. In October 
Frcelxil went to Hamburg for the winter, and 
Fraulein Levin leinained tit Liebenstein to con- 
tinue training the ])Ui)ils find to receive new 
ones, also taking chaige of the kindergarten 
as a practice field for the pupils. 

"Fro'bel passed a busy winter in Hambin'g, 
by the invitation of the Women's I'nion, 
where society was nuich divided on the sub- 
ject of the 'higher education of women,'" says 
Fran Fra'bel, "and where he undoubtedly 
overtaxed his strength. On the other hand, 
he felt strengthened and upheld by the sym- 
pathy and interest his vie\v8 met with during 
his lectures. With many asjx'Cts of the wo- 
man (piestion agitating the public; nund at that 
tnn(; Frtebel had but little sympsithy, but he 
had the great satisfaction of seeing the tirst 
Bingei-kindergarten opened under his foster- 



48 



QUARTER CENTURY EDITION 



ing care, as well as man}'' private kiiidergar- 
tens." During the Christmas holidays he came 
back to Liebenstein and addressed the parents 
of the kindergarten children, also joining with 
the little ones in the customary celebration. 
AVhile he was there the negotiations for the 
lease of Marienthal were- completed and he 
began the return journey to Hamburg New 
Year's eve. Just as he was finishing his lec- 
tures there Louise Levin moved the school 
from the farmhouse, where it had been quar- 
tered for a year, to Marienthal, and Fra^bel 
himself went directly from Hamburg to Keil- 
hau, to talk with his friends there al)out his 
intended marriage with Louise Levin. This 
plan met with opposition because he could not 
give the required proof that he had sutiicient 
means to support a widow, in the event of his 
death. He also visited Blankenburg and was 
presented with the title of honorary citizen, 
i)ut when he asked that this might be trans- 
ferred to his future wife the people refused 
to grant the request. Frau Frrebel says that 
he accepted this rebuff with his customary pa- 
tience under trial and then went to Marienthal 
to resume his place in the school. 

He reached there with the first awakening 
touches of spring, and, to quote once more 
Frau Froebel,"We gaily decorated every door- 
way with an archway of green leaves to bid 
him welcome. I was painfully aware of the 
expression of weariness on his face. 'Oh ! J 
shall quickly recover in this beautiful place' 
was his cheerful answer, 'city life with its ex- 
citements has worn me out, but in the rural 
seclusion of this place and the simplicity of 
life at home I am sure to get well again.' " 

At this point, in order that we may get some 
idea of Marienthal and its surroundings, the 
reader will be interested in a description of that 
section as it appeared to an American kinder- 
gartner two or three summers ago : "We fi- 
nally come out to the light again refreshed by 
our temporary absence from the outside world, 
and drive on to Liebenstein. Here we see the 
])Iace that Madam Von Bulow has made fa- 
mous ; here Fraulein Heevort shows us the 
dining-room of the hotel where she once, as a 
child, met Frojbel, The house and hotel bor- 
der the long narrow street, with the baths and 
springs at the upper end. We drink the spark- 
ling Avater, which is delicious, and think of 
this as another spot in the Thuringian Forest, 



where time might be pleasantly spent. We im- 
agine Froibel walking through this village with, 
the children at his heels, and Madam Von Bu- 
low's account makes us wish we, too, could 
have followed them up to the lawn where they 
played their games. We refresh ourselves with 
some delicious German coffee, and drive to 
Marienthal. The path Froibel and his friend 
often walked lies across the fields besides us, 
and as we stop in front of the house we feel 
the reality of the life so devoted to an idea that 
the roots were firmly fixed in that lifetime. 
Through the courtesy of the owner of Marien- 
thal we see the house. Two stories and a roof 
of tiles, a middle doorway, and rows of win- 
dows face one. A square garden extends to 
the road from the house, and stretches to the 
I'ight and around to the back. To the left is a 
courtyai'd, surrounded on three sides by liarns 
and outhouses, the fourth side being oi)en to 
the house. Many a primitive scene is being 
enacted here. All kinds of beasts and birds 
are within the enclosure. Threshing is going 
on, and the bright dress of the peasants at work 
enlivens the scene. We speak of Fro^bel's 
'Song of the Barnyard Gate,' and wonder if 
he got his inspiration here. We go inside and 
see the room where Fra'bel's second marriage 
took place and the room where he passed out 
of the life where 'we behold but darkly,' into 
one of light." 

In the year 1850, Lielienstein was one of 
the most fashionable resorts of Central Ger- 
many and many noted visitors came to Marien- 
thal, Froebel l)eing the wonder and talk of the 
town. The Baroness gives this description of 
one 'such visit, when she piloted a party of 
which Dr. Gustav, editor of "The P^uropa," 
was a member : — 

"We had now arrived at the gate of Marien- 
thal and heard the voices of the children sing- 
ing in the kindergarten, whom Frcebel himself 
led in the afternoon, in order to give to his 
pupils instruction in the manner of conducting 
the movement i)lays. He was in the midst of 
the troop of little ones when we entered. 'This 
then, is the house of the prophet,' said some 
one in our party, as we entered the great court- 
yard of the Marienthalhouse, which stood back, 
two stories high, looking more like the dwell- 
ing house of a farm than like a castle, but 
pleasant and homelike in the midst of the old 
green trees that surrounded it. In the large 




MONUMENT NEAR MAKIENTHAL. 



PARADISE OF CHILDHOOD. 



49 



square before the house tloor, to which stoue 
steps led up, was a grass plot upon which was 
planted some shrubbery, and on one side were 
ver}' beautiful old lindens, which in flowering 
time spread their fragrance far and wide. In 
tlieir shade were some benches and tables on 
which in good summer weather Froebel was 
accustomed to give his morning lessons. 

At the moment when we entered he stood 
in the midst of the courtyard surrounded by 
his i)upils and a troop of little children, who 
had wound themselves around him as their cen- 
tral point in the play ^Little thread, little 
thread, like a little wheel,' and were just l)e- 
ginning to unwind their skein again. With 
glowing face and eyes beaming with happiness 
Frcebel greeted the company, immediately ask- 
ing whether they would like to see some of the 
movement plays before going up into the hall. 
The guests were quite willing. With truly 
childish delight he again conducted some of 
those ingenious plays, the first gymnastics of 
the childish limbs. These he copied from the 
traditional plays of children and the people, 
leaving out their rougher features in order to 
make them serve his educational idea ; partly 
to make children represent, somewhat dramati- 
cally, facts out of the life of nature and man." 

A long discussion relative to the principles 
involved in the play followed, and when it was 
ended and the children had sung their closing 
song they were led to the door by the young- 
ladies who were playing with them. Froebel 
then invited the company to follow him into 
the upper story of the house, where he lived. 
He crossed the great hall, situated in the midst 
of the rooms, the four windows of which com- 
manded a view of delightful landscape extend- 
ing to the distant mountains of the Rhone. In 
the midst of the hall stood a long table cov- 
ered with Froebel's "gifts for play" and many 
specimens of children's work from various 
kindergartens. 

Early in August, 1850, a notable play festi- 
val was held at Marienthal, conducted by Froi- 
bel and Middendorf, in which three hundred 
children from all the surrounding villages par- 
ticipated, with their teachers. The multitude 
of spectators was ranged outside the square, 
in the shadow of the surrounding woods. A 
concluding address was given by Middendorf 
and the whole affair made a profound impres- 
sion on the community. In writing about it 



afterwards Frcebel said : "Yes, it was a festi-- 
val of the union of nature, man and God, and 
God's blessing rests on such a day, as the old 
peasant expressed it. How easily might such 
child and youth festivals be exalted to a uni- 
versal people's festival ! Should we not do 
everything to call such festivals into life, that 
so we may at last reach what the hearts of all 
desire, an all-sided 'unity of life?' " 

In this way the summer was spent. "Froe- 
bel loved to teach, "says his widow, "even whilst 
in the act of walking ; here he drew our atten- 
tion to the stratification of the rocks, there to 
a tuft of moss, or to some other plant strug- 
gling for life upon a barren stone, steadily ex- 
panding by virtue of a principle of life within." 
His first lessons were generally given out of 
doors in the morning, as well as the first les- 
son in the afternoon during the summer months. 
Toward evening groups of children put in an 
appearance in front of tlie house ; they came 
from the neighboring village of Schweina." 
The last daylight hours were passed in the 
games with these children and all of Fra'bel's 
time M'hen he was not teaching was taken up 
with visitors. Consequently he overtaxed his 
strength with the work of the year and doubt- 
less shortened his days. But according to the 
Baroness he was well preserved, for she writes 
that no one who did not know the fact could 
believe that his age was sixty-eight. "The 
youth and freshness of intellect, which was so 
remarkable in him prevented one from think- 
ing of his actual age, whose infirmities had not 
yet appeared." 

The course of training ended in November 
and new pupils were immediately received. 
About this time Dr. Wichard Lange, who after- 
wards married jVIiddendorf's daughter, came 
to Marienthal and a long discussion occurred 
between liim and Fnebel regarding the carry- 
ing on of the latter's work in the future. Fra4)el 
maintained that Dr. Lange was the best fitted 
])erson living, to take up his work when he 
should leave it and hand it down to coming 
generations. But Lange felt that no man could 
succeed Froebel and that the chief apostles of 
the kindergarten must thereafter be women, 
and that he himself, while in hearty sympathy 
with Froebel and his system, must devote his 
faculties to teaching in the higher grades. 
This decision was a great disappointment to 
Froebel, although in all probabilit}'^ a wise one 



50 



QUARTER CENTURY EDITION 



on the part of Lauge, who subsequently did 
the world and the cause a valuable service by 
publishing a book on "The Understanding 
of Friedrich Fra?bel." 

The winter which followed was a quiet one. 
On Christmas eve the ])upils decorated Vrce- 
bel's study, making it look as though the whole 
forest had moved in. Each member of the 
family was assigned a separate table covered 
with gifts and "Fra?bel'8 fatherly words seemed 
to endow these presents with a higher meaning 
for us all." On New Year's eve the family 
was invited to Liebenstein to enjoy private 
theatricals. 

Fraulein Levin remained at Marienthal for 
two years as Frojbel's assistant, and they were 
married July 9th, I80I. The groom was then 
at the height of his popularity as an educator, 
aud success as a kindergarten teacher, being 
sixty-nine years old. The Baroness thus de- 
scribes her meeting with him a few days before 
the wedding : "1 found Froebel at his writing 
table in liis study. He greeted me with an ex- 
pression of the profoundest satisfaction. It 
was clear how truly hajipy and pleased he was 
made by the new-found home which had already 
formed a cultivated family circle of young, 
bright pupils, in quiet undisturbed domesticity. 
The battle of life lay behind him, he had parted 
from the world which did not understand him, 
and whose apj)huise he had never sought. 
He now found himself in rural surroundings, 
which he had always desired, and he could 
give himself up, unmolested 1>y opposition and 
obstacles, to the further development of his 
idea and the improvement of the practical mean- 
ing of it, and could sow the seeds of his doc- 
trine in the receptive minds of his female pu- 
pils. He was assisted and well taken care of 
by her whom he had chosen to be the com- 
panion of his last days. After a life of labors 
and cares, trouble aud combat, he could to all 
appearances, reckon on a beautiful, peaceful 
evening of life, which would allow him to look 
with increasing clearness upon the development 
of his cause and fill up the gaps still existing 
in it." 

The wedding was a gay affair, in spite of the 
advanced age of the groom. On the previous 
evening the pupils brought their presents, with 
all kinds of play, songs, original poems and 
allegorical representations. The rooms were 
adorned with flowers, and Froebel himself led 



off in some of the kindergarten plays, all present 
taking part. The next day the bride and groom 
stood at a flower-decked altar while Pastor 
Ruckert, a brother of the poet, united them, 
taking occasion to speak in deep recognition 
of Fra?bers blessed work. Middendorf was 
groomsman and the Baroness bridesmaid. 
When the ceremony was over we are told that 
Froebel met the congratulations of his friends 
with streaming eyes and was as gay and as 
happy as a child, joining in the dancing until 
late in the evening, as did Middendorf, re- 
gardless of their advanced age. As the com- 
pany disj )ersed he said : ' ' Now we will go to 
woi'k with new power," and the next morn- 
ing he met his classes as usual. 

Fran Fra4)el speaks of her feelings at this 
time as follows : "I was at rest and hapj^y in 
my work for him and for the object he had in 
view. In childlike veneration I had first of all 
tried to approach him in thought ; and in his 
ineffalile goodness of heart for the weak Froe- 
bel had drawn out my trust ; at length there was 
on both sides a desire to be legally linked by 
the closest tie. His age did not trouble me at 
all ; in mine eyes he was the greatest and best of 
men, and I only marveled how he could con- 
descend to care for a woman so much beneath 
his level in every respect. My one anxiety 
was to make sure that the rather unusual step 
of marriage at his age would not do harm to 
his work in the world. The wedding day was 
truly a high festival of the soul for me. We 
called together a few friends and in theii- 
presence and that of our pupils Pastor Ruckert 
asked a blessing on our union. His words 
seemed as though they had been spoken out of 
mine own heart. We did not keep a honey- 
moon, we were so happy every day of our lives 
that we did not wish for anything more." 

The number of pupils was large that sum- 
mer and a gala daj^ was observed, when the kin- 
dergarten children assembled from all the neigh- 
boring villages on the grounds of the castle 
Altenstein, where Fran Fnebel gave special in- 
struction to the children of the ducal family. 
But early in August a blow was dealt the kin- 
dergarten cause by the Prussian government 
which ultimately caused the death of its founder. 
This was an edict prohibiting all public kin- 
dergartens throughout the country, occasioned 
by the published utterances of Karl Fra'bel, 
nephew of Friedrich, which were regarded as 



PARADISE OF CHILDHOOD. 



51 



socialistic and even atlieistic. Strenuous efforts 
were made by Fra>bel and all bis friends to con- 
vince the minister of state that a mistake had 
been made in confounding uncle and nephew. 
But these efforts were unavailing, although P^r(r- 
bel sent copies to Berlin of every book and 
pamphlet he had ever written and the Baroness 
gave Froebel's petition to the king personally. 
The government was obdurate and the edict 
was not revoked until 1860. 

In September a teachers' convention was held 
in the hall of the Liebenstein Baths, which was 
largely attended by the friends of Fra-bel. It 
began on the morning of the 27th, with Dies- 
terweg in the chair. After he had welcomed 
the company reports were given of the different 
kindergartens in the country, in which Froebel 
and Middendorf joined. In the afternoon 
Froebel presented a statement regarding his 
work "with the most peculiar vividness and 
impressiveness and deepest conviction of its 
value, which made a universal impression and 
called out great unanimity of opinion. This 
statement dealt chiefly with the practical part of 
the kindergarten system — the early use of the 
child's powers for manipulation and productive 
activity." The next morning Counsellor Peter 
opened the convention as chairman and the 
statement was thoroughly discussed, the debate 
pertaining for the most part to the practical ap- 
plication of Froebel's inethods, without enter- 
ing into the fundamental idea of the scheme. 
In the afternoon the company witnessed the 
plays of the Liebenstein children with much 
•enthusiasm and frequent applause, much to 
Fra'bel's delight. The games were also played 
in the evening, under the lead of Frau Froebel, 
many of the visitors participating. On the 
third morning the convention passed a "Dec- 
laration" of its views concerning Froebel's 
ideas which was favorable to the kindergarten. 

It was also proposed by this gathering that 
Fra^bel should write an essay on his system, 
publish "A Kindergarten Guide" for teachers, 
and also establish a new periodical to further 
the cause. All these things he promised to 
undertake, but he was not spared to do any of 
them. Many discussions followed on this the 
last day of the convention. The Baroness says 
that a warm and lively sympathy prevailed and 
that every individual present was intent upon 
expressing recognition of Fradjel and making 
him forget the injustice of the government pro- 



hibition of kindergartens. But according to 
Frau Fnjebel's Reminiscences he was much dis- 
appointed in tiie failure of the convention to en- 
ter into the real spirit of his plans and to adopt 
measures for their intelligent advancement. 
She puts it in this way : "Froebel himself was 
much more mortified by the refusal of an in- 
vestigation of his work than by the prohibition 
on the part of the Prussian government." 

It was about this time tiiat Fr(xd)el exerted 
himself to have Middendorf leave Keilhau and 
live at Marienthal, in the hope that they might 
work together for the rest of their days. But 
the Keilhau community could not spare him, 
much to Froebel's regret. Late in the autumn 
the Baroness left Liebenstein for her winter 
home in Berlin, having first arranged to live 
during the next summer in the upper story of 
the kindergarten building, that she might moi-e 
closely study the kindergarten children. Re- 
garding her departure she writes : "The pic- 
ture of idyllic rural and domestic repose which 
Marienthal afforded at that time and the pro- 
tection and care in which I left Froebel, in view 
of the watchfulness and fidelity of his wife, 
made the parting easy and free from any pre- 
sentiments that it would be for the last time." 
After she reached Berlin Froebel sent her a short 
statement of his theories which was an expla- 
nation of symbolism and which is of ten referred 
to as "Froebel's last words." She speaks of it 
as a "short and pregnant statement, in spite of 
its abstract subject, written with great clear- 
ness." She did not feel justified, however, in 
publishing it, and now that she is dead there 
is but little prospect of finding any trace of it. 

During the winter which followed, owing to 
the obstacles which stood between him and the 
carr^'ing out of his plans, Frwbel seriously en- 
tertained the project of immigrating to this coun- 
try. His wife had a brother living in Philadel- 
phia and a scheme for establishing a kinder- 
garten training school in that cit}^ was sent to 
him. Years before Froebel had entertained 
the same idea and even made some arrange- 
ments to immigrate with a friend who finally 
came here without him. It is doubtful, how- 
ever, if Froebel could have made any substan- 
tial progress with his system if he had lived 
to set foot in the United States. Of course 
he might have found an interpreter here who 
would have advanced his cause, but his own 
efforts, it is safe to predict, would have been 



52 



QUARTER CP:NTURY EDITION 



futile. Tlioiv is no eviclonco tliut he ever [);ii(l 
iiny attention to the English langiuige and his 
personal appearance at that time of life would 
liav(! told lieavily against him in a foreign 
land. He would have been legarded as an 
ideal enthusiast, as an intense specimen of the 
'•'ci'ank," with greater i)Ositiveness here than 
he was in (lermany. It was better by iar that 
Fnebel remained at home ; that the Jkironess 
bi'caiue his biogi'apher and representative in 
l*]urope and that on Klizabeth Peabody was 
laid tiie burden and the glory of transplanting 
the kindei'garten to America. 

During the wintei' which followed the Hai-on- 
ess rect'ived occasional letters from Fnebel and 
his wife exi)ressing great content with llieir 
suri'oundings. Occasionally mention was made 
of his being slightly ill and temi)ora,rily sus- 
pending work, but for the most pail his usual 
duties were uninterrupted. In a letter to a 
friend in America, dated May 2, l.S!);"), Fr:ui 
Friebcl writes as follows I'egarding that time in 
her life:— 

''■Faithful lai»or fortlu' Iriie wt'lfai'c of otlu'i-s 
is sure to add to our own welfare, toouri)eace 
of mind. I have exjx'rienced this in my ])a- 
tcrmd home as well as by the side of my nobler 
husband. With my mind's eye 1 see him clearly 
now as he used to put down his pen late in the 
evening, after a long day passed in teach- 
ing his disciples and conversing with visitors, 
and to turn to me with an expression of serenest 
joy in his countenance and to speak in a clear 
:uid restful voice words showing that he hud 
written some educational thesis in order to re- 
cover his own self, his individual consciousness 
from within the maze of foivign imi)ressions 
left behind by the experiences of the day. 
This wonderful power and love of work the 
Almighty had bestowed on liim that through it 
vast nuiUitudes should be blessed. And now 
I hope and trust that there are great many ac- 
tively engaged in singleness of puri)ose to con- 
tinue to erect the edilice of wdiich Fnelnd laid 
the foundation, the etlilice of the natural edu- 
cation of man." 

The idea of observing the seventieth birth- 
day of Fnebel with a notable celebration origi- 
nated with Middendorf, who knew that Fnelud 
regarded his seventieth year as the most ini- 
poitaut period of life, the time for the com- 
l)letc survey of one's own as well as of human 
life in general. At sunrise, on the morning of 



April 21, 18r)2, Fra'bel was awakened by the 
festal song of his pupils and he spake to them 
briefly in recognition of the day. The Baron- 
ess could not be pi'esent because of sickness, 
but Midch'udorf told her the full story of the 
day, and she describes it in detail. To her we 
are indebted for this picture: "As Froebel 
stepped out of his chamber into the lecture- 
room he stood still on the threshold, taken by 
surprise, admiring, with his eyes beaming with 
joy, the beautiful decoration of the room, which 
was adorned with ttowei's in flower-pots, fes- 
toons and wreaths, and the table richly covered 
with presents of all kinds. Again the song 
burst out from the semicircle of scholars 
di-essed in white holiday g:irments, ornamented 
with grei'U wreaths, which expi-essed the mean- 
ing of the oi-namentation and ])ointed to the 
blessing which would go forth to the w(n'ld of 
chiUlhood out of Fnjebel's work. Then Madam 
Fnebel handed out her birthday present and 
the scholars followed with an orange tree bear- 
ing Howers and fruit, which Fnebel had often 
pointed out to them as a syudiol of the united 
ages f)f man in leaves, buds, flowers and fruit 
borne at the same time,rei)resenling childhood,, 
yonth, manhood and old age." 

Among the presents was a picture of Pes- 
talozzi, an illustrated Bible and an engraving 
of Raphael's Madonna, togethei' with tokens 
from the neighboring kindergai'ten children and 
those at Keilhau. In the afternoon the chil- 
dren came from Salzung and Liebenstein to 
sing him a song and play their games, Avhile 
at sunset the i)ostman brought a bag of letters 
"from the Lower Rhine to the IJaltic" testify- 
ing to the powerful intluence of Fnebel's teach- 
ings and the honor and esteem in which he was 
held. In the evening Pastor Ruckert and his 
family were visitors at Marienthal and the pu- 
pils acted a dramatic farce, which was followed 
l)y kindergarten games. Tiien the company 
sang a song composed for the occasion and a 
green wreath was placed on Fnebel's head by 
one of the pupils. Writing about this day 
Fian Fnebel says: "He was in the best of 
»piiits, but I noticed that his strength failed 
him occasionally. He was, nevertheless, the 
life and soul of our party and until late in the 
evening he was seen distributing trifles as gifts 
to fiiends." 

According to IMiddendorf Frcebel's life im- 
mediately after the celebration was happier 



PARADISE OF CHILDHOOD. 



53 



and more trauquil tlitiu ever before, and lie en- 
joyed his existence like a child. But very soon 
a new cause for disturbance arose l)ecause there 
appeared a nunibei' of letters in the daily pa- 
])ers from the contending religious parties of 
the day with claims fi-om each of tlu^m that he 
symj)athized with its particular views. His 
own nnderstanding of Ciu'istianity was far 
clearer than any opinions held by them uud 
he could only regard their assertions concern- 
ing him as false. Therefore he undertook to 
formulate a statement of his religious views 
for publication and sent it to the Baroness at 
Berlin. Jiut his bodily weakness and :igitated 
mind prevented him from ])utting forth :iii ef- 
fort worthy of himself, and slu? wi'ote him that 
it would be i)ett('r not to pi'int tlu; iminuscript 
and he accordingly re(juested her to return it to 
him. 

Shortly after the birthday celebration, (hir- 
ing Whitsuntide, there was a large gathering of 
teachers at Gotha and Frtjebel was invited to 
be present. He and his wife left Marienthal 
very early in the morning, a carriage drive 
being nccessai-y Ix'fore taking the trip bv rail. 
When he entered the hall, in tlu; midst of the 
exercises, the whole assembly rose to do him 
honor. At the end of the speech that was in 
progress when he came in the president gave 
him a hearty welcome, which was followed by 
three cheeis from the whole company. Fra^- 
"bel thanked them in a few simple words and 
then took up the disc^ussion of the subject in 
hand, "Jnstruction in tlu; Natural Sciences," 
and was heard with pi'ofound att(^ntion. After 
the convention he wms made esi)ecially h{ip[)y 
in the garden of a friend who lived in (Jotha, 
whei'(! he examined almost every group of 
flowers and gratefully acknowledged all the 
good things which were otTered him. He also 
visited tiie local kindergarten and ex|)lained 
the intellectual signilicance of some of his oc- 
cupations and materiid. 

In the evening \\v. took \)i\.rt in a iciinion of 
the fi'i(Muls of his cause, speaking of the im- 
])ortance of the kincU^rgarten for women and 
the duty of teachers to learn to understand it 
on its own theory, and prepare for its intro- 
duction into the schools. l>ut llie strain of 
this effort was too much for him and he urged 
his wife to leave at an eaily hour. ''During 
our drive home," she writes, "■the wenthei- being 
line, he stopi)ed the carriage at the crest of the 



hill and we got out and walked up the slope of 
the neighboiing suunuit, 'der Glockli,' as we 
called it. There we had often spent happy 
hours together, but I noticed then the dilliculty 
he, had in walking and unutterable fears filled 
my mind. Arrived at the top of the hill, lu^ 
S!ud : 'I should someiiow like my name to be 
placed hei'c when I am gone.' On our n^turn 
to Marienthal we found the whole house gar- 
landed with evergreens by the pupils. Visitors 
called and Froebel again became animated by 
their presence, but his strength was ebbing 
fast." 

Up to this time there is no evidence that 
Fr()el)el was ever seriously sick. For seventy 
years he had been a constant worker, devoting 
but little time to i-ecreation save as he found 
it in his daily work with tlu; children, and spar- 
ing himself no physical exertion or privation 
which seemed necessary fdr the advancement 
of the cause. Although never robust, he nuist 
have possessed a strong constitution, when we 
consider his recoi'd as a soldier and the long 
journeys he took on foot, even in the latei- years 
of life. His last illness began Jiuk; G, and ap- 
pears to have been caused by a general bi'caking 
down of the system, resulting doubtless more 
from long continned overwork and the deferi'ed 
hope which "maketh the heart sick" than from 
an acute attack of disease. We are told that 
when this sickness began he thought he saw 
in it a crisis which would lead to recover}'. 
From day to day he retained his repose and 
cheerfulness and was very grateful for what- 
evei' was done for him, especiall}' when Howers 
were l)rought him. For tlu; particulars of this 
last sickness and the funeral we are indebted 
to a pamphlet written by Middendorf and pub- 
lished at Liebenstein that same year. To those 
who stood by the bedside of the dying man it 
was evident that "the highest peace, the most 
cheerful resignation were expressed not only in 
his words Imtin his face. The former anxious 
care to b(^ active in his life-task resolved itself 
into trust in Providence and his s|)ii-it looked 
joyfully in advance for the fulfillment of his 
life's idea." 

This is the testimony of the physician who 
attended Frcebel, as related to the Baroness a 
few weeks later: "I have seen many men die, 
but never anyone who looked into the face of 
death so cheerfully and so calmly as P^'a'bel. 
One day he asked me what I thouglit of his con- 



54 



QUARTER CENTURY EDITION 



dition and wlu'ther he could live a little longer. 
1 tliought I ought to si)eak the real truth and was 
able to do so to him. 1 advised him not to 
postpone his last directions, since the failing 
of his powers left slight hope of recovery. He 
took my words with the greatest calmness and 
1 did not notice the least change in his coun- 
tenance, When J went to him on the follow- 
ing noon they told me tiiat he had added some 
directions to his will tiiat morning. At the 
door of his chamber I heard a low singing, like 
the ciiirping of the birds Avhich wei-e singing out 
of doors, and when! entered J found Froebel sit- 
ting up in the bed, which was pushed up to the 
open window, looking with glorified joy on the 
landscape before him and singing softly to him- 
self. To my remark, *■ Yon a[)pear to be better 
and mor(! ciieerfnl,' he replied, 'Why should I 
not? 1 enjoy beautiful nature even in my last 
moments.' I never found him, on my visits, 
imi)atient, complaining or even discontented." 

On the Sunday before his death a favorite 
child brought him flowers and he received her 
with great delight. With dilliculty he reached 
out his hand and drew her hand to his lips. 
In his last hours he asked for flowers and said, 
"Take care of my llowers and sj)are my weeds ; 
J have learned nnicii from them." He wanted 
the windows open frecjuently and often re- 
peated the words, "Pure, vigorous nature." To 
Barop who had come from Keilhau to be with 
him, he said, "Remain true to God." And 
then he asked them to read the letter written by 
his godfather when he was baptized and which 
contained the confession of Christian faith. 
During the reading he often exclaimed, "^ly 
credentials ! My credentials, Haiop I" lie 
called it his letter of credit for heaven and re- 
peated again and again the words used in the 
letter, "■Tiie Sa,viour shall henceforth hold im- 
mediate counnunion with him in justice, grace 
and mercy." He said that he had labored to 
make Christianity a reality and he repeated 
many times with great emphasis that he was 
"A Christian man." 

At inidnight, .Iunc21, 18r)2, the final moment 
api)roaclied. He was in a sitting posture and 
his eyes were pailially open. Middendorf says 
that his last words were, "God, Father, Son 
and Holy (ihost." His breathing continued to 
grow shorter and "at half-past six in the morn- 
ing he drew two long breaths and all Avas still." 
To those who were standing about him his de- 



partuH! seemed like the death of a beloved child. 
At the burial service the bier was adorned 
with flowers and a crow^i of laurel, made by 
his wife and pui)ils, and stood in the spot lately 
occui)ied b}' his l)ed. After all present had 
gathered about the body to look for the last 
time on that beloved countenance from which 
all trace of pain hud been effaced the casket 
was carried through his study and then through 
the sitting-room and i)laced in the wide vesti- 
bule, to b(^ sti'cwn withwi-eaths and flowers by 
nuiny children, all of whom, even the smallest, 
tried to show their gratitude for him once 
moie. The mourning company included nu- 
merous friends from a distance, Avitii not a 
a few whom he had helped. The teacheis 
sang a funei-al hymn and then the processitjn 
started for the cluu'chyard at Schweina. A 
heavy shower fell on the way and the people 
were compelled to stand under shelter for a 
long time, which led the clergyman to remark, 
"Even his last journey is through storm and 
tempest." As the funeral train moved on the 
bells of the village church began to toll and at 
the cemetery the teachers took the bier on theii- 
shoulders, to carry it to the gi'ave. 

Although the rain still continued a large part 
of the community, young and old, had g:Uh- 
ered to honor him. The hymn, "Jerusali'm, 
thou lofty city" was sung and then Pastor 
Ruckert began his remarks, just as the rain 
stopi)ed. When he had finished the teachers 
sang, "Rest softly" and the casket was low- 
ered into the grave, which had been lined with 
(lowers. Then Middendorf made a short ad- 
dress, after which a song which he had written, 
beginning "Rise again, thou shall rise again," 
was sung. As the pastor threw a handful of 
earth into the grave he said, "May (iod grant 
to each of us such an end as that of this just 
man." Then the scholars threw flowers upon 
flowers into the grave, one of them snatching 
the bouquet from her breast to throw in, and 
Middendorf cast in the manuscript of his song. 

Concei'ning the surroundings of the grave, 
Middendorf Avi'ote as follows : "The newly laid 
out churchyard, situated outside the viliiige 
upon an eminence, has a singularh' l)i'autiful 
location. The town lies half-concealed in ver- 
dure, at the foot of the tower which rises up 
alone, like a finger-post pointing to heaven ; 
the whole glorious country lies spread out be- 
fore the eye like a living picture. At the left 



PARADISE OF CHILDHOOD. 



55 



Altensteiu, -with the summer dwellings of the 
diieal fumily stretches out its high hand with 
noble grace, showing by its act that it truly rev- 
erences tiie cross which is erected in memory of 
Bonifacius, the earliest promulgator of Christi- 
anity here. Directly in front stands the old 
castle of Liebenstein whose name has a good 
sound near and far for its healing springs ; and 
on the right, shaded with lofty poplars and sur- 
rounded by green meadows and waving lields of 
grain, with the murmur of clear wateis stream- 
ing from the rock of Altenstein, the quiet, love- 
ly Marienthal, the seat of peace, of untiring 
work for the worthiness and tiie unity of life, 
consecrated by him who has now come to this 
spot for undisturbed peace and harmony." 

Thus died Friedrich Froebel. But although 
more than forty summers have passed over his 
grave at Schwxnua we cannot admit that Froe- 



bel is dead, but must rather remember that he 
said in the course of his last sickness, "I am 
not going away, I shall hover around in the 
midst of you." How true was this prophecy ! 
Who of us would care to deny that his loving 
spirit is with us to-day and with the little chil- 
dren who gather about us in the kindergarten 
circle for the morning talk, or nestle in our 
arms at the home fireside when the shadows of 
th(! night rest upon us, andjilead for "one more 
story" before it is time to say the evening 
prayei-? Has there ever been a time when he 
w^as more truly alive than at the present hour ? 
The world is just beginning to reap the first 
fruits of his life and la])ors. The fame which 
belongs to him to-day is but a faint rushlight 
compared with the beacon which will shine out 
in the future when generations yet unborn shall 
rise up and call him blessed. 



1852-1895-SINCE FROEBEL'S DEATH. 



It seems fitting to close this sketch of the 
founder of the kindergarten with a brief review 
of what has been done to advance his ideas 
since the time of his death. The sickness of 
the Baroness and domestic matters kei)t her in 
Berlin later than usual in the summer of 1H52, 
and the notice of the loss of her friend did not 
reach her in time for the funeral. She arrived 
at Liebenstein July 2, and the lirst question she 
asked on meeting Middendorf was, "What will 
now become of the cause?" His answer w^as, 
"We will work with all our powers ; truth is not 
lost." This watchword became their motto for 
the rest of their lives. The instruction of the 
training class continued at Marienthal through 
that summer, Middendorf giving all his time to 
teaching the kindergarten theory and Fi"au Fra-- 
bel undeitaking tlie work of teaching the occu- 
pations. Of her the Bnroness writes: "Al- 
though deeply afflicted by the sad, irreparable 
loss of her husband after only one year's married 
life, she fulfilled the task, now become so much 
more dillicult, with the greatest conscientious- 
ness, iirmly resolved todevote her whole strength 
to it in order to presei-ve and promote the work 
already ])egun. At the same time she remained 
an affectionate, motherly friend and guardian of 
the pupils." 

The season was a quiet one for the kinder- 
garten community and they mingled but little 



with tiie summer visitors. The class was con- 
tinued at Marienthal thi'ough the autumn, but 
early in IHoS IMiddendorf and Frau Fro-bel re- 
moved their work to Keilhau, The former came 
by invitation to Liebenstein in May to represent 
the kindergarten movement at the general con- 
vention of German teacliers and the Baroness 
also gave a demonstiation in connection with 
a similar gathering held at Cera. She went to 
Keilhau in -July to see liow the work was pro- 
gressing and gives a glowing account in the 
closing pages of the "Reminiscences" of the 
community as it appeared at tluit time, using 
these words : N"But now one saw, instead of 
Frcebel's little farmhouse where he and his pu- 
pils had to struggle at first with the greatest 
l)rivations, several stately buildings which in- 
closed a large courtyard, surrounded by the 
steei) mountains and beautiful woods of the 
rather narrow valley. There were beautiful 
spacious apartments and schoolrooms, and a 
large hall in the main building. Exemplary 
order and care for the bodily and mental needs 
of the pupils was evident. The watchful guid- 
ance, the sharp practical oversight and the 
somewhat strict discipline, but at the same time 
loving care of the director, Barop, were every- 
wdiere apparent." 

The Baroness spent some weeks in the neigh- 
borhood and occasionally took Middendorf 's 



56 



QUARTER CENTURY EDITION 



place as iustructor in the training class, be- 
cause he showed increasing signs of failing 
health. 8he returned to Berlin in the autumn 
and soon received -news of his death, whieli 
occurred from brain troubles, November 2G, 
1853, without previous sickness, at the age of 
sixty. The loss of Middendorf compelled Fran 
Froebel to leave Keilhau and she accepted an 
invitation to take charge of a training class in 
a l^resden school. This arrangement wns but 
temporary, and in 1854 she went to Hamburg 
to accept the directorship of the free public kin- 
dergarten, and for many years was at the head 
of a training class which has furnished (ier- 
many and other countries with kindergartuers. 

In "Frwbel Letters" we have this pen pic- 
ture of Frau Frffibel, as she appeared while 
visiting a German kindergarten in 1871 : '•! 
w\as charmed with her sti'iking ap])earance. 
Her figure was tall, erect, and remarkably well- 
proportioned. Her carriage and movements 
were elastic and graceful. Her face had an 
expression of freshness, 1 would have said of 
youtlifulness, but for the grayish tint of the 
hair, indicating her advanced age, and forming 
a striking frame for a countenance beaming 
with a charming vivacity, producing a convic- 
tion that her soul had pei'served a youtlifulness 
much greater than her gray hair seemed to in- 
dicate for her body. Her beautiful lilue eyes 
bespoke an nnnsual development of loving kind- 
ness. At her request the games and occuiia 
tions and the musical exercises were gone 
through with in the nsnal waj'. She went to 
and fro, observing everything and every now 
and then actively interfering or directing with 
the hand and word of a thorough master. She 
w^as gi-eatly i)leased with the questions and re- 
marks, and her winning w'aysi^roved as poAver- 
ful an attraction for the little folks as for the 
grown up peo])le." 

In writing about Frau Fra^bel at a later 
period one of her pupils says : "It was indeed 
a pleasure to see her walking through her kin- 
dergarten department in the morning. This 
stately, erect ligure, this noble bearing, this 
kind smile on her lips, all these qualities com- 
bined inspired us wdio Avere her students with 
the greatest respect and devotion for her. 
She reproached and blamed us very little ; in 
fact, she was very silent and thoughtful, but she 
observed everything, and the expression of her 
face was enough to both teach and direct us. 



I remember that one morniug I had a little 
talk with lier about hei' kindergarten, and when 
I told her how charmed I was to see her still 
in her old age so loving and child-like, her own 
words to me were : 'I am old, but m}' heai't will 
ever remain young.' She was particularly fond 
of teaching us the 'Mother and Cossett Songs,' 
in her training class, and liked to mention many 
happy hours which she had spent with Fro-bel. 

^^'hen she resigned from her work no other 
town l)nt Hamburg offered her a home to rest, 
and she has always been loyal to that city. In 
sunnner it has been her habit to travel to those 
l)laces in Thui'ingen, where she spent so many 
delightful months in eager work with Fnx'bel 
for the welfare of the young." 

In the later years of her life Frau Frcebel 
enjoys a serene old age, receiving an allowance 
large enough to satisfy all her legitimate de- 
sires, with something left to give to the numer- 
ous charities and needy kindergarten institutes 
with which her active life of benevolence has 
brouglit her in contact. In writing about her 
in September, 1895, A. H. Heinmann, editor 
of "Froebel Letters" says : — 

"I could select hundj'cds from the i)ile of 
letters written by Frau Froebel to her friend at 
Chicago, all of which prove that her mind is as 
sound and clear as it ever was. At her age, 
eighty years and live months, her strength is 
failing, which is perfectly natural. Her letters 
prove that she is still the same clear-headed 
and public spirited disciple of Friedrich Froe- 
l)el that she was when her husband died forty- 
three years ago." 

The Baroness lived to be nearly eighty and 
died at Dresden, January 9, 1893. She was 
born at Burnswick, March 15, 1816, her father 
being president of the ducal chamber in the 
duchy of Burnswick and her mother the Count- 
ess von AVartenslehen, of the Mark of Bran- 
denburg. She was married while- yet in her 
teens to Baron Von Marenholtz, a member of 
the privj' council and later court marshal of 
Hanover. She had one son and during the 
twenty years of his life she devoted herself to 
his education and the care of the children of her 
husband by a former marriage. Possessed of 
excellent advantages in her youth, she was al- 
ways a student of the best methods of educa- 
tion, and at the time of her first meeting with 
Froebel her mind was well prepared for the re- 
ception and adoption of the kindergarten gos- 




TOMBSTONE AT SCHWEINA. 



PARADISE OF CHILDHOOD. 



57 



pel. As we have already seen, she began at 
once to proclaim that gospel from the pul)lic 
platform and by using her pen and the printing 
press, while Froebel yet lived. 

In 1854 she went to England to establish 
the kindergarten sj'stem there and published a 
l)amphlet on ''Infant Gardens," in P^uglish. A 
little later we hear of her performing a similar 
service in France, for in 1857 A. Guyard, a 
French author, wrote her from Paris as follows : 
"The more I listen to you in regard to Froebel's 
method, the more my interest increases, and 
the deeper grows my conviction that by this 
means a basis is laid for a new way to educate 
humanity. He is great, perhaps the greatest 
philosopher of our time, and has found in you 
what all philosophers need, that is, a woman who 
understands him, who clothes him with flesh 
and l)lood and makes him alive." In 1858 the 
Baroness was urged by Abbe Mu-aud, a learned 
Italian author, to travel through Italy for the 
advancement of kindergarten education and in 
1871 the minister of public instruction invited 
her to come to Florence to found a school for 
the instruction of teachers. 

Notwithstanding her work in foreign lands, 
the service which the Baroness rendered the 
world was mostly performed in her native Ger- 
many. In 1861 she was instrumental in start- 
ing a journal called "The Education of the Fu- 
ture," edited by Dr. Carl Schmidt, in which 
she published the essays on "The Child and 
Child Nature" which have since been revised 
and issued in a book by that name. The trans- 
lation of her "Reminiscences of Friedrich Froe- 
bel" by Mrs. Horace Mann first appeared in 
this country in 1877. An American kinder- 
gartner who visited the Baroness in 1869 says 
that on a certain occasion when the represen- 
tative educators of several nationalities were 
dining together she conversed with each and 
all of them with equal ease and freedom in their 
own language. The account adds : "Her man- 
ners were unaffected, simple yet gracious, and 
her thoughtful attention toward her guests won 
their personal admiration, while her animation 
and earnestness aroused the interest of all. 
Wherever the world will hear of P'riedrich Frte- 
bel's discovery of the kindergarten philosophy, 
the name of Bertha Von Marenholtz-Bulow will 
arouse an equal amount of love and reverence 
in the hearts of those who love humanity and 
to whom the well being of childhood is dear. 



Her quick intuitive interpretation of the hidden 
meaning of his words made her work and in- 
structions of the greatest value to the world." 

Another American kindergartner who visited 
the Baroness ten years later, in 1879, writes : 
"The value of her work for the kindergarten 
can never be estimated ; her heart and her house 
were always open to those who were in search 
for more knowledge in regard to Fra^bel and 
the kindergarten. Intellectually she seemed to 
grasp the length and breadth of his science of 
development, and she was devoted to the idea 
that to her was the highest. She cherished 
many things that Frffibel had made with his 
knife while developing his gifts. The tablets 
of the Seventh Gift were his latest work and 
much experimented upon ; and these experi- 
mented tablets she kept and showed with deep 
interest. Intellectually we can hardly realize 
how we could have had the kindergarten as at 
present, without the very help which the Baron- 
ess Marenholtz-Bulow gave, and the value of 
her work will be more appreciated as the years 
go on." 

The one connecting link between the present 
and the past, so far as active service in the Ger- 
man kindergarten field is concerned, is Frau 
Henrietta Schrader, who is still at the head of 
the Pestalozzi-Froebel house in Berlin. She is 
a grand-niece of Froebel, studied with him and 
helped him carry on his work in Dresden and 
other places. She also was associated with the 
Baroness in Berlin and has been identified with 
the cause in that cit}' for more than a genera- 
tion. She married a railroad magnate, a man 
of high social and educational standing, and 
they are still leaders in society, in spite of their 
advanced age. Frau Schrader has in her ])os- 
session many manuscript papers of Froebel, 
which have never yet been published, a part of 
them ha\ing been given her by Frau Froebel. 
Some of them are illustrated with pencil 
sketches. She speaks and writes English with 
ease. 

Regarding the German kindergartens of the 
present day about all that needs to be said here 
is that they are found in all the large cities, with 
occasionally one in the smaller places. The 
leaders there say that they are still hampered 
in their work by the government regulations and 
for that reason the hope for the best develop- 
ment of the kindergarten rests with this country, 
just as it did iu Froebel's mind. An American 



58 



QUARTER CENTURY EDITION 



training teacher sums up the differences be- 
tween the two countries as follows, in a recently 
published article : — 

"And now I anticipate the question gener- 
ally asked, how does the work in Germany com- 
pare with the American work? It seems tome 
the two can hardly be compared, because of the 
difference in environments and aim. In the 
work with the children we have much to learn 
from each other. If we could give them a lit- 
tle of the sunshine which emanates from light 
walls with their pictures, from the snowy wdiite 
apron, which is so prominent a feature iu the 
American kindergarten, if we could enclose them 
with the lightness of our singing, the grace and 
alertness of our motions, the realY)lay-spirit of 
our games, if we could give them some of the 
sentiment, (of which we could spare a goodly 
amount,) and have breathed upon us iu I'eturn 
their whole-souled interest, their practical com- 
mon sense, their devotion in meeting all the 
needs of the child, we should both come nearer 
the ideal. 

There is still less ground for comparison 
when we consider the training classes. Our 
requirements for admission to the training class 
are much greater than theirs, our standard 
higher. Many of the girls received there with- 
out detriment to the class as a whole, would be 
a most dangerous element in an American train- 
ing class, because of that sense of 'free and equal' 
in our atmosphere which would lead them to 
expect positions for which they w^ere unlltted. 

Here special classes with special aims are 
needed and I hope the day is not far distant 
when our college and kindergarten settlements 
may open their doors to these girls of iifteen 
or sixteen years wdiose advantages have been 
few, and give them a special training Avhich 
shall fit them to go out as children's nurses, 
in place of the ignorant women so generally em- 
ployed to-day, who are not only ignorant of 
every law of child nature, of any need beyond 
those of food and clothing, but also of the Eng- 
lish language." 

Considerable has been done by his fellow 
countr^nnen to honor the memory of Era'bel. 
On the hundreth anniversary of his birth, April 
21, 1882, the monument which stands over the 
grave at Schweina was dedicated. It is a modi- 
fication of the design originally suggested by 
Middendorf of the cube, cylinder and spheie, 
with ornamental additions and a medallion of 



Fra?bel. On it is inscribed the motto, "Come 
let us live with our children," with the dates 
of the birth and death and the statement that 
this monument has been erected as an expres- 
sion of thankfulness for the great friend of 
childhood and mankind. It is surrounded by an 
iron fence, and mounted on a substantial stone 
base. There is also another monument in the 
grove near Marienthal, which follows Midden- 
doi'f's design more strictly and bears the same 
motto and dates, and a third one at Blaken- 
burg, placed there by contributors from dif- 
ferent parts of the world. 

Aside from the institute atKeilhau, presided 
over liy the younger Barop, the most elaborate 
memorial of Fra4»el's life and work is the tower 
located on the hill at Oberweisbach, overlook- 
ing the birthhouse, on the spot where it is said 
he was wont to linger to watch the setting of 
the sun. Itisof limestone, about one hundred 
and twenty feet high, and was built in 1889 by 
the Thuringia Verein, at a cost of thirty thou- 
sand marks or about seven thousand dollars. 
There are tablets on the house at Oberweisbach 
and at Blankeuburg and there is a kindergarten 
maintained in a building attached to the ]iar- 
sonage property at the former place. The house 
is still occupied by the village pastor, as it was 
in Frwbel's day. He is president of the local 
society, and in a letter written to an American 
counsul living in that vicinity, a few months 
since, he says : "We would be grateful if you 
would kindly tell your trans-Atlantic constitu- 
ents that now, here in Oberweisbach, the room 
where Fradjel was born is identified and is 
willingly shown at any time, together with sun- 
dry Fra'bel relics." And yet travelers who 
have gone over that whole section on foot tell 
us that there ore not a few people living within 
ten miles of thrt village who have never heard 
of Friedrlcb FroBbel. 

The prescribed, limits of this book will not 
allow us to devote much space to recounting 
the progress of the kindergarten in Euro[)ean 
countries outside of Germany. We are told 
that the kindei'garten system was introduced 
into England in 1854 by Miss Pnetorius, 
who opened a kindergarten at Fitzroy Square, 
London, and that about the same time Madam 
Konge began her work at ]Manchester, which 
subsequently resulted in the formation of the 
Manchester Kindergarten Association. That 
same year„ as has been, previously mentioned. 



PARADISE OF CHILDHOOD. 



5^ 



the Baroness made a lecturing tour to England 
in behalf of the cause. Five years later Frau- 
lein Eleanor Herrwart, a pupil of Frau Fro?bel 
and Middendorf , and the Baroness Adele Von 
Partugall, pupil of Baroness B.Von Marenholtz- 
Bulow and Frau Schrader, both came to Man- 
chester and were given positions in different 
kindergartens. In 1866 Fraulein Herrwart went 
to Dul)lin to found a kindergarten of her own. 
In 1874 Eniilie Michaelis went to England to 
promote the kindergarten, lecturing before the 
schoolboard teachers at Croydon. The follow- 
ing year she founded the Croydon kindergar- 
ten. It was in 1875 that the Frcebel Society of 
London was organized, Miss Dorech being the 
first president, with which many prominent 
English kindergartners have been connected. 

In 1879 the London society founded the 
Loudon Kindergarten Training College, which 
was ms-'ntained till 1883. In ^880 Frau Mich- 
aelis became head mistress of the work under- 
taken by the Croyden Kindergarten Company, 
and a similar organization was formed at Bed- 
ford in 1883, with Miss Sims as chief kinder- 
gartner. That same year Fraulein Herrwart 
went to Blankenburg to o})en a memorial kin- 
dergarten, with funds raised for that purpose 
in London. In 18S4 an education conference 
was held in connection with the Industrial Ex- 
hibition at South Kensington, the section de- 
voted to Infant Education being largely taken 
up with discussions regarding Froebel's prin- 
ciples, representatives from other nations join- 
ing in the debate. At this time the British 
and Foreign Society organized a complete ex- 
hibition of work and material, all the leading 
kindergartners in London being contributors. 
In this connection most of them gave lessons 
to classes of children to show the practical ap- 
plication of the kindergarten methods. 

In these latter days the cause has advanced 
in England, and there are some kindergartens 
supported at the public expense. Fraulein Herr- 
wart, although her home is at Eisenach, Ger- 
many, has direction of all the examinations in 
the public kindergartens, visiting England for 
two sunnner months of each year for that pur- 
pose. Frau Michaelis is principal of the new 
Frffibel Educational Institute at West Kensing- 
ton. The English kindergarten periodical, a 
monthly magazine, is called "Hand and Eye," 
being edited by G. Brocklehnrst, and is pub- 
lished in London by O. Newman & Co. 



At a meeting held in London, June 5, 1895, 
M. H. C. Bowen. author of a book entitled 
"Froebel and Education Through Self -activi- 
ty" made an address in which he said that the 
people who are interested in the kindergarten 
have been working many years to get Fra?be- 
lian methods rightly understood, and, if possi- 
ble, adopted in England. He closed his re- 
marks as follows : — 

"We are to have a Training College, which 
we hope will be of value not only to those who 
mean to be professional teachers, but also to 
those who need to know more about children 
than they do — I mean parents — to whom the 
Institute will be useful both directly and in- 
dii'ectly. Yv^e hope that it will give an oppor- 
tunity to those who have the charge of little 
children to learn how to develop and train their 
powers. There is nothing so pathetic, I think, 
as a young mother, who because she loves her 
child very dearly, thinks that this love alone will 
suffice as a guide to action. Something more 
is wanted, some knowledge, some little expe- 
rience ; and that, we hope, may be gained in our 
Training College. Those who go there will 
not necessarily be those w^ho intend to become 
teachers, but those who have to do with chil- 
dren in any Avay whatever. In fact, we desire 
to help the public as a whole ; and we think 
one of the best ways of doing so is to show 
them how best to deal with little children." 

A conference of the Froebel Society of Great 
Britain and Ireland was held at the College 
of Perceptors, Bloomsburg Square, London, 
September 12, 1895, when Frau Michaelis 
read a paper on "The Kindergarten Occupa- 
tions in Their Relation to IManual AVork." 

Passing beyond Gei'many and England we 
find the kindergarten in almost every quarter. 
Speaking of the spread of the kindergarten 
movement throughout the world, a wTiter in 
the "Pratt Institute Monthly" for November, 
1895, says : — 

"If Fra?bel were to come back to us to-day 
he would be astonished to see the growth of 
the idea that found birth in the little cottage 
at Blankenburg in the Thuringian Forest in 
Germany. That little spark of divine fire has 
spread over all the world, and to-day the word 
kindergarten is familiar in almost every coun- 
try in the world. When not recognized by 
the government of a countrj' kindergartens 
have often been introduced through Christian 



60 



QUARTER CENTURY EDITION 



missions. Missionaries find the kindergarten 
most helpful in i-eaching the children and 
through them the homes of those whom the}' 
wish to l:)enefit. In a letter from China we are 
told that Froebel's method must be valuable, as 
it is so entirely the opposite of the artificial 
methods of the Chinese. In Japan, in India, 
in the Sandwich Islands, in Austria, in Tur- 
key, in Russia, France, Switzerland, Norway 
and Sweden, has the kindergarten found a 
home. In Ital}', England and Belgium it is 
recognized by the government, and in the lat- 
ter country is a part of the school system." 

Coming now to the rise and progress of the 
kindergarten in America we must confiue our- 
selves to narrow limits, although there is much 
that it would be a pleasant task to write. ''If 
without the Baroness Marenholtz-Bulow, Fr<r- 
bel lacked a clear interpreter in Europe, cer- 
tainly without Miss Peabody and her sister, 
Mrs. Horace Mann, the kindergarten cause in 
America would not stand where it does to-day." 
This is the verdict of one of the leading kin- 
dergartners in this country who is thoroughly 
conversant with Miss Peabody's work. F^liza- 
beth Palmer Peabody was born at Billerica, 
Mass., May 16, 1804. Her sister Sophia 
married Nathaniel Hawthorne and her sister 
Mary became the wife of Horace Maun. Miss 
Peabody was a teacher, a lecturer, and an 
author, devoting her life to educational and 
philanthropic matters. Her attention was first 
directed to the kindergarten in KS.")9, because 
of the peculiar brightness of a little boy of her 
acquaintance, the son of Cai'l Schurz, whose 
family were then living at Roxbury, Mass., 
and who, she was told, had been taught in a 
German kindergarten. Miss Peabody began at 
once to study the writings of Fr(vbel and in 
1860 she opened a kindergarten at No. 15 
Pinckney street, Boston, in company with Miss 
Margaret D. Corlees. 

This experiment was carried on for several 
years, but was finally given up by Miss Pea- 
body, for reasons which were afterwards ex- 
plained by herself as follows : — 

"I felt that my kindergarten was not the right 
thing, for, although veiy popular, I found that 
it failed to produce the results promised l)y 
Frrebel, which I had seen exemplified in the 
little Schuiz child, and so, after a time, I gave 
it un to my partner, telling her to go on with it 
till I could go over to Europe and find out about 



it. This I did in 1867, taking eleven hundred 
dollars in gold which I had made by giving 
my course of lectures on the philosophy of his- 
tory. I stayed a year and three months, saw 
the real kindergarten, and came back to devote 
myself to its introduction into America." 

Returning to this country Miss Peabody re- 
solved to leave the practical work of estab- 
lishing kindergartens to others and devote her 
time to lecturing and writing on the subject, 
in the hope of creating a geueral public senti- 
ment in America favorable to the kindergarten. 
While she was absent in Europe Madame j\Ia- 
tildaH. Kriege, and her daughter, Alma Ki'iege, 
undertook to carry on the kindergarten depart- 
ment of a German school in New York, but 
after a few months they were persuaded by 
Mrs. Mann, the sister of Miss Peabody, to 
remove their work to Boston. So it happened 
in September, 1868, that the kindergarten 
which Miss Peabody and Miss Corlees had 
maintained for some years was transferred to 
Madame Kriege and her daughter, a new lo- 
cation being secured on Charles Street and a 
training school opened in connection with it. 

Both teachers had received their training 
from the Baroness in Berlin and the elder one 
was a personal friend of Frfpbel. Both of them 
had lived for some years in this country be- 
fore taking their training and were therefore 
thoroughly familiar with English. Madame 
Kriege brought with her from Germany kinder- 
garten material and also a hand machine for 
cutting the weaving mats. While in New 
York she induced Mr. E. Steiger to begin im- 
porting material, and on reaching Boston she 
sold the machine to Mr. J. L. Hammett, a 
dealer in school supplies, and led him to begin 
manufacturing the building gifts in a limited 
wa3^ Thus it was that the kindergarten gained 
a foothold in New England, for although the 
first normal class taught by the Krieges gradu- 
ated but two women, the seed was sown for an 
abundant harvest in the future. 

When Miss Peabody started out to conquer 
the country for the kindergarten she made 
Springfield, Mass., one of her first stopping- 
places, giving an evening lecture on the new 
education in the hall of the Elm Street School 
building. Mr. Milton Bradley was present on 
that occasion, and having heard Miss Peabody's 
presentation of the case, was subsequently, 
persuaded by Mr. Ed\\-tird Wiebe to publish 



PARADISE OF CHILDHOOD. 



61 



"The Paradise of Childhood," which first ap- 
peared in 1869, and begin in his factory the 
making of kindergarten material on a larger 
scale than Mr. Hammett had found possible 
as a merchant. 

At this point in the narrative mention should 
be made of Dr. Henry Barnard, for many 
years secretary of the Connecticut Board of 
Education and editor of ' 'The Connecticut Com - 
mon School" and "The American Journal of 
Education." In 1854 the General Assembly of 
Connecticut sent him to the International Eldu- 
cational Exposition and Congress, held at St. 
Martin's Hall, London, at which he was the 
sole repi-esentative from this country. He was 
then so impressed with Mr. Hoffman's exhibit 
of the apparatus devised by Froebel and the 
kindergarten conducted by Madame Ronge 
that he commended both in his ofFicial report 
to the governor of Connecticut and also wrote 
an article on "Froebel's System of Infant 
Grardens" for "The American Journal of Edu- 
cation" of July, 1856, which it is said contained 
the first mention of the kindergarten that ever 
appeared in an American periodical. From 
that time for a series of years Dr. Barnard 
continued to explain and agitate the kinder- 
garten system, and in 1868 and 1870, as na- 
tional commissioner of education, he recom- 
mended to Congress that in establishing a 
system of public schools for the District of 
Columbia the kindergarten should be given an 
important place = As soon as Miss Peabody 
took np the cause Dr. Barnaid became a co- 
laborer wdth her, and has never ceased to do 
what he could for its advancement. In 1881 
he published "Kindergarten and Child Culture 
Papers" in a book of eight hundred pages, 
and at the present time, 1895, he is still living 
in serene old age at Hartford, Conn. 

In 1870 Miss Peabody succeeded in getting 
the city of Boston to establish a public kinder- 
garten, which was maintained for seven years 
with growing interest, and then given up be- 
cause the committee felt that it would cost too 
much to meet the demand which had sprung 
up for kindergaj-tens in other parts of the cit}^ 
and that to continue supportiug a single one 
would be unfair. Meanwhile, in 1872, Madam 
Kriege and her daughter had gone back to 
Germany, although they afterwards returned 
to New York and had a kindergarten in con- 
nection with a private school, ultimately set- 



tling once more in the land of Froebel, where 
they still reside. Madame Kriege made a free 
rendering of " The Child, Its Nature and Re- 
lations," by the Baroness, and Miss Kriege 
compiled "Rhymes and Tales for the Kinder- 
garten and the Nursery," both being valuable 
additions to the very limited kindergarten lit- 
erature of that day to be found in this country. 
Miss Mary J. Garland was oue of the ear- 
liest graduates from the Kriege school and she 
became the pioneer American training teacher 
for Boston and New England, being for many 
years associated with Miss Rebecca J. Wes- 
ton, who died in 1895. 

In 1877 Mrs. Quincy A. Shaw opened a sum- 
mer kindergarten at Brookline and another at 
Jamaica Plain at her own cost, continuing them 
through the year. Others were soon added. 
Miss L. B. Pingree was made director, and in 
1883 Mrs. Shaw supported thirty-one kinder- 
gartens in Boston and vicinity. Afterwards 
the number was reduced to fourteen and in 
1892 the city assumed the whole responsibility 
of the work, till then so liberally sustained by 
Mrs. Shaw. During the later years of her life 
Miss Peabody was obliged to withdraw from 
active service because of failing health, and she 
died at Jamaica Plain, January 3, 1894. 

Before leaving the New England record it 
is well to note that Mrs. Louise Pollock, who 
lived at Weston, Mass., became interested in 
the kindergarten as early as 1861, through her 
mother in Berlin, who sent her whatever had 
been published in Germany on that subject, 
and begun to write about it in the newspapers. 
In 1862 she carried on a kindergarten at West 
Newton, in connection with the Classical In- 
stitute of which Mr. N. T. Allen was princi- 
pal. In 1873 her daughter, Susan P. Pollock, 
who had meanwhile taken the training in Ber- 
lin, was appointed to teach a public kinder- 
garten at Brighton. Shortly after that mother 
and daughter removed to Washington, D. 
C, the former having previously spent some 
months of study in Germany. 

As has already been indicated, the movement 
in New York began among the Germans. It 
was in 1872 that JNIiss Maria Boelte opened 
the first English kindergarten in that city, and 
the next year, in connection with Prof. John 
Kraus, whom she married, began a trainiug 
school, which has been continued until now. 
They have also published an elaborate woHv 



€2 



QUARTER CENTURY EDITION 



called "The Kindergarten Guide." In 1878 
Prof. Felix Adler and Rev. Dr. Ileber 
Newton undertook to bring the children of 
the working people under the kindergarten in- 
fluence. Prof. Adler established a free kin- 
dergarten in January, wdiieh became the founda- 
tion for a full course up to fourteen years, the 
principles of the kindergarten being preserved 
throughout all the grades. In March Dr. New- 
ton opened the first mission kindergarten, 
which was connected with his church on Madi- 
son avenue, and has since been a model for 
similar church woik all over the country. 

About this time the city started a public kin- 
dergarten at the Normal College, which soon 
developed into a training department, and the 
Hebrew Free School Association also took up 
the work. Some j'ears later the Teachers 
College was established, and this institution 
from tLe outset made the kindergarten the 
basis oi its work and in 18*)0 was influential 
in forming the New York Kindergarten Asso- 
ciation, which maintains several free kinder- 
gartens. The Children's Aid Society has a 
kindergarten attached to each of its schools 
and there are a few supported by the school 
board. The names of Miss Angeline Brooks and 
Miss Caroline T. Haven are always promi- 
nently mentioned in connection with the New 
York work, the former having been for a long 
time connected with the Teachers College and 
the latter with the Workingman's School. The 
same can be said of Miss Alice E. Fitts, and 
Miss Hannah D. Mowry in reference to Brook- 
lyn, because their influence in behalf of the 
kindergarten in Pratt Institute and through 
the city has been potent for years. 

The city of St. Louis was early in tiie field 
in behalf of the kindergarten. About 1873 
Miss Susan E. Blow petitioned the school 
board for a room in which to make the first 
local experiment, and she very soon opened a 
training school, giving her services without 
salary, which was continued for twelve years. 
Such beginnings stimulated the growth of pub- 
lic kindergartens, which was judiciously fos- 
tered by Dr. William T. Harris, who was then 
superintendent of city schools. Aside from 
the public kindergartens there have been for a 
long time a number connected with private 
schools and some that are free to children 
below the school age, the latter being sup- 
ported by charitable organizations. 



The Chicago Froebel Association grew out 
of a small mother's class that was formed in 
1873, and some months later Mrs. John Ogden 
came there from Columbus, O., spending a 
year in tlie city conducting a kindergarten and 
training class. Mrs. Alice H. Putnam, Miss 
Sara Eddy and Miss Josephine Jarvis took up 
the work where she left it. The first free kinder- 
garten was opened at the Moody Chapel, on 
Chicago avenue, by Mrs. E. W. Blatchford. 
In 181)1 the school l)oard voted to adopt all 
the kindergartens of the association which 
were located in the pul)lic school buildings as 
a part of the regular school system. 

A distinctive feature of the Chicago work for 
a long time has been along the lines of the col- 
lege settlement idea, a beginning having been 
made at Hull House, which was opened by two 
young women who knew about the Toynbee 
Hall enterprise in London and who felt "that 
the mere footliokl of a house easily accessible, 
ample in space, hospitable and tolerant in 
spirit, situated in the midst of the large foreign 
colonies whicli so easily isolate themselves in 
the large American cities, would in itself be a 
serviceable thing for the community." 

The Chicago Free Kindergarten Association, 
with headquarters at Armour Institute and 
INIiss P^va B. Whitmore as superintendent and 
Miss Anna E. Br^^in principal of the training 
class, supports twenty-five kindergartens and 
the tuition is free. The Chicago Kindersar- 
ten College, of whicli jNIiss Elizabeth Harrison 
is principal, and ]\Irs. J. N. Crouse director, 
is an influential factor in whatever pertains to 
kindergarten interests in the vicinity of Chicago 
nnd so is the Kindergarten Institute, of which 
Mrs. ]\Iary Boomer Page is the principal. 

Coming to the Pacific coast, the first name 
to be mentioned is that of "Miss p]mma 
Marwedel. She was one of the German kin- 
dergartners who were persuaded by Miss Pea- 
body to transfer their work to this country. 
She graduated from the normal school at 
Berlin, went to AVashington, D. C, in 1872 
to open a training school, removing to Los 
Angeles, Cal., in 1876 for the same purpose. 
At the latter ])la('e Kate Douglas AViggin was 
her first pupil. Two years later Miss Marwedel 
went to Oakland, where she was instrumental 
in founding the Central kindergarten. She de- 
voted the rest of her life to teaching and lec- 
turing at the Berkeley University, Oakland, 



PARADISE OF CHILDHOOD. 



63 



and at Palo Alto. She wrote "Conscious 
Motherhood" and an " Illustrated Botany," 
and died at San Francisco, November 17, 1893, 
at the age of seventy-five. 

The kindergarten movement in San Fran- 
cisco begun in the Bible class of Mrs. Sarah 
B. Cooper, in October, 1879, the first one being 
opened on the " Barbary Coast" which is the 
" Five Points " of that city. Mrs. Cooper was 
able to influence public sentiment powerfully 
in favor of the cause by writing a series of 
articles for the leading newspapers. Subscrip- 
tions poured in, the Golden Gate Association 
was formed, and a wonderful work begun. The 
California record of Kate Douglass Wiggin and 
her sister Nora Archibald Smith, two of the 
most brilliant contributors to kindergarten lit- 
erature that America can boast, in connection 
with the Silver Street kindergarten and train- 
ing class, is too well-known to need extended 
review here. 

The prescribed limits of this book will not 
admit of a more extended notice of the kin- 
dergarten movement in America, outside of 
the centers already mentioned. In Philadel- 
phia the work was begun 1)y the Sub-primary 
School Society which was maintaining thirty- 
three kindergartens when they were turned 
over to the school board. Miss Constance 
Mackenzie becoming the first public supervisor. 
INIrs. M. L. Van Kirk has maintained a train- 
ing class there for many years, sending out a 
multitude of graduates throughout the country. 
At Baltimore the Free Association supports a 
number of kindergartens and provides a train- 
ing class for the young women of that vicinity. 

At Washington Mrs. Louise Pollock and her 
daughter. Miss Susan P. Pollock,begun to hold 
up the kindergarten banner in 1873, and many 



others have since joined in the campaign, 
including Mrs. Louisa Mann, who is the wife 
of a nephew of Miss Peabody, and Mrs. 
Eudora L. Hailmann, wife of the national 
superintendent of Indian schools. Favorable 
mention should also be made of Cincinnati, 
Louisville, Albany, Buffalo, Columbus, Indi- 
anapolis, Detroit, Milwaukee and Minneapo- 
lis, because of their associations and training 
classes. The kindergarten is also very influ- 
ential in some parts of Canada, particularly 
in the city of Toronto, under the lead of In- 
spector James L. Hughes, who is ably assisted 
by his wife, Mrs. Ada Mareau Hughes, who 
took her training with Madame Kraus-Boelte 
and Miss Blow. 

There are two well-recognized periodicals in 
this country, "The Kindergarten Magazine," 
established in 1888 and published by the Kin-" 
dergarten Literature Company, Chicago, and 
"The Kindergarten News," started in 1891 
and published by Milton Bradley Company, 
Springfield, Mass. 

The kindergarten department of the National 
Educational Association is one of the most pop- 
ular and best attended of all those which are 
connected with the annual July meetings of 
that body. There is also a very practical organ- 
ization called the International Kindergarten 
Union that meets annually in February and 
has branches in all parts of the country and 
some in other countries. 

Here the record must close, an attempt hav- 
ing been made merely to outline the American 
work. To include the names of all earnest 
workers would require many pages. Only a 
beginning has yet been made toward establish- 
ing kindergartens throughout the world, but the 
outlook for the future is certainly promising. 




FRAU LOUISE FROEBEL. 



THE PARADISE OF CHILDHOOD, 



WIEBE'S ORIGINAL TEXT 



WITH EDITOR'S NOTES. 



AUTHOR'S PREFACE. 



Until a recent period, Init little interest has 
been felt by people in this country, with re- 
gard to the Kindergarten method of instruc- 
tion, for the simple reason that a correct knowl- 
edge of the system has never been fully pro- 
mulgated here. However the lectures of Miss 
E. P. Peabody of Cambridge, Mass., have 
awakened some degree of enthusiasm upon 
the subject in different localities, and the es- 
tablishment of a few Kindergarten schools 
has served to call forth a more general inquiry 
concerning its merits. 

We claim that everyone who believes in 
rational education, will become deeply inter- 
ested in the peculiar features of the work, 
after having become acquainted with Froebel's 
principles and plan ; and that all that is needed 
to enlist the popular sentiment in its favor is 
the establishment of institutions of this kind, 
in this country, upon the right basis. 

With such an object in view, we propose to 
present an outline of the Kindergarten plan as 
developed by its originator in Germany, and 
to a considerable extent by his followers in 
France and England. 

But as Froebel's is a .system which must be 
carried out faithfully in all its important fea- 
tures, to insure success, we must adopt his 
plan as a whole and carry it out with such 
modifications of secondary minutiit only, as 
the individual case may acquire without vio- 
lating its fundamental principles. If this can- 
not be accomplished, it were better not to at- 
tempt the task at all. 

The present work is entitled a Manual for 
l^elf- Instruction and a Practical Guide for Kin- 
dergartners. Those who design to use it for 
either of these purposes, must not expect to 
find in it all that they ought to know in order 
to instruct the young successfully according 
to Fra-bel's principles. No book can ever be 
written which is able to make* a perfect Kin- 
dergartner ; this requires the training of an 
able teacher actively engaged in the ■^•ork at 
the moment. "Kindergarten Culture," says 



Miss Peabod}', in the preface to her "Moral 
Culture of Infancy," "is the adult mind en- 
tering into the child's world and appreciating 
nature's intention as displayed in every im- 
pulse of spontaneous life, so directing it that 
the joy of success may be ensured at every 
step, and artistic things be actually produced, 
which gives the self-reliance and conscious 
intelligence that ought to discriminate human 
power from blind force." 

With this thought constantly present in his 
mind, the reader Avill find, in this book, all 
that is indispensably necessary for him to 
know, from the first establishment of the Kin- 
dergarten through all its various degrees of 
development, including the use of the mate- 
rials and the engagement in such occupations 
as are peculiar to the system. There is much 
more, however, that can be learned only by 
individual observation. The fact, that here 
and there, persons, presuming upon the slight 
knowledge which they may have gained of 
PVabel and his educational principles, from 
books, have established schools called Kinder- 
gartens, which in reality had nothing in com- 
mon with the legitimate Kindergarten but the 
name, has caused distrust and even opposi- 
tion, in many minds toward everything that 
pertains to this method of instruction. In dis- 
criminating between the spurious and the real, 
as is the design of this work, the author would 
mention with special commendation, the Edu- 
cational Institute conducted by Mrs. and Miss 
Kriege in Boston. It connects with the Kin- 
dergarten proper, a Training School for ladies, 
and any one who wishes to be instructed in 
the correct method, will there be able to ac- 
quire the desired knowledge. 

Besides the institute just mentioned, there 
is one in Springfield, Mass., under the super- 
vision of the writer, designed not only for the 
instruction of classes of children in accordance 
with these principles, but also for imparting 
information to those who are desirous to be- 
come Kindergartuers. From this source, the 



68 



PARADISE OF CHILDHOOD. 



method has nh'eady beeu acquu-ed in several 
instances, and as one result, it has been in- 
troduced into two of the schools connected 
with the State Institution at Monson, Mass. 

The writer was in early life acquainted with 
Fruibel ; and his subsequent experience as a 
teacher has only served to confirm the favor- 
able opinion of the system, which he then de- 
rived from a personal knowledge of its inven- 
tor. A desire to promote the interests of true 
education, has led him to undertake this work 
of interpretation and explanation. 

Without claiming for it perfection, he be- 
lieves that, as a guide, it will stand favorably 
in comparison with any publication upon the 
subject iu the English or the French language. 



The German of Marenholtz, Goldammer, 
Morgenstern and Frcx^bel have been made use 
of in its preparation, and though new features 
have, iu rare cases only been added to the 
original plan, several changes have been made 
in minor details, so as to adapt this mode of 
instruction more readily to the American mind. 
This has been done, however, without omitting 
aught of that German thoroughness, which 
characterizes so strongly every feature of Fr(p- 
bel's system. 

The plates accompanying this work are re- 
prints from "Goldammer's Kindergarten," a 
book recently published iu German}'. 

Edwakd Wiebe. 
Springfield, Mass., IS 69. 



KINDERGARTEN CULTURE. 



The fundamental principle of the Kinder- 
garten system of education, so clearly laid 
down in his writings, and so successfully car- 
ried out in practice by Friedrich P^ra*bel, is ex- 
pressed in the axiom, that, before ideas can be 
defined, perceptions must have preceded ; ob- 
jects must have been presented to the senses, 
and by their examination experiences acquired 
of their being, quality and action, of which 
definite ideas are the logical results, with which 
they are therefore inseparably connected. It is 
not claimed that this principle originated Avith 
the inventor of the Kindergarten ; for long be- 
fore him it was said that : "Nihil est in iutel- 
lectu, quod antea non fuerit in sensu," but in 
the Kindergarten system, he has furnished all 
material to begin the education of mankind on 
this logical basis. 

Definite ideas are to originate as abstractions 
from perceptions. {Anschauu7igen, as the Ger- 
mans say, meaning literally the looMng at or 
into things.) If they do not originate in such 
manner they are not the product of one's own 
mental activity, but simply the consent of the 
understanding to the ideas of others. By far 
the greatest part of all acquired knowledge with 
the mass of the people, is of this kind. Every 
one, however, even the least gifted, may ac- 
quire a stock of fundamental perceptions, which 
shall serve as points of relation in the process of 
thinking. Indefinite or confused fundamental 
or elementary perceptions prevent understand- 
ing words with precision, which is necessary 
to reflecting on the ideas and thoughts of others 
with clearness, and appropriating them to one's 
self. In the fact that a large majority of persons 
are lacking in clear and distinct fundamental 
perceptions, we find cause for the existence of 
yo many confused heads, full of the most absurd 
notions. The period of life in which the first 
fundamental perceptions are formed must nec- 
essarily be our earliest childhood. They can 
form only during this state of, as it were, men- 
tal unconsciousness, because the impressions 
on the senses can best be fixed lastingly upon 



the soul, when this process is least disturbed 
by reflection ; and imjjressions of objects of 
the world without upon our senses, are made 
more or less clearly and distinctly, according 
to the nature of these objects themselves. A 
mere acquisition of perceptions, however, is not 
sufficient. As in the development of all organ- 
ism in nature, a certain, peculiar series of 
events takes place, which always must be the 
same, or at least take place in accordance 
with the same law, to reach the same aim, or 
produce the same form ; so, also, in mental de- 
velopment, a peculiar process, a natural series 
of events must take place without disturbing oc- 
currences, to successfully reach the correspond- 
ing idea in the mind. This series of events 
in the mind and heart, connected with the pro- 
cess of thinking, is in philosophy explained to 
consist of : 1st. A general or total impression, 
2d. A perception or looking on a single thing. 
3d. Observation of qualities and relations. 
4th. Comparison. 5th. Judging. 6th. Conclu- 
sion. Although a right selection of objects, 
and their proper succession, are of the first 
importance, adherence to these two conditions 
is not yet sufticient to prepare and accustom 
the mind to logical thinking ; these means 
should be applied or presented in a system- 
atic, methodical way, also. A system of edu- 
cation in perfect accordance with the laws of 
nature is only possible, therefore, when the 
modus ojjercmdi of the natural fuuctions'of the 
soul, during their development, is fully under- 
stood, and the exact means are discovered to 
assist these functions in a corresponding man- 
ner from without. As long as this is not done, 
the education of the human race is left to be 
the result of chance, and at the mercy of mere 
educational instinct. We claim that the sig- 
nificance of Froebel's educational system con- 
sists mainly in a perfect understanding of the 
natural process of mental development. This 
understanding guided him in preparing certain 
means of education, or play, all following the 
same course as the mental development which 



70 



QUARTER CENTURY EDITION 



they ai'c intended to promote. No man has 
ever looked so deeply as Friedrieh Fra'bel into 
the secret workshop of a child's soul, and so 
successfully discovered the means and their 
methodical application for a development of 
the young mind in accordance with nature's 
own laws. To be certain that the natural 
course of development be not interrupted but 
logically assisted, the child's instinct should 
have free choice within appointed limits, and 
still be obliged to receive the objects as they 
are presented to it for the first perceptions. 
The means to obtain this, Frcvbel has found 
in allowing the child to manipulate the things 
destined for the production of changes accord- 
ing to his own choice. Thereby the child will 
be led to devote attention to the objects formed, 
because he looks upon them as his own work, 
and rejoices in what he is able to do. That free 
unrestricted activity of the child, which we call 
play, alone can comply Avith these conditions ; 
anything else /o/ver/ upon the child, can never 
l)e successfully employed for this purpose. A 
desire of acquiilng knowledge of things is an 
innate faculty of the soul, hence there is no 
need of forcing the child into making acquaint- 
ance with the things given him to play with. 
We have only to select for his playthings the 
fundamental forms, which, like the typical 
formations in nature, offer, as it were, a fun- 
damental scheme for an acquaintance with the 
large multitude of things. KnoAvledge of things 
can be acquired only by acquisition of a knowl- 
edge of their qualities. We then have to pro- 
vide objects in which the general qualities of 
things are shown in perfect distinctness, in or- 
der to produce thereby clear and lasting per- 
ceptions in the mind of the child. These ob- 
jects should be such that they may be easily 
manipulated by the limited strength of the 
child, that he may become acquainted witli 
them by their use, and become enabled thereby 
to gather experiences in regard to events and 
facts in the physical world, and may, so to say, 
serve him for the first physical experiments. 
Examining the list of Frcebel's Kindergarten 
occupation material, we find it to consist of 
the folloAving : 

1. Six soft balls of various colors. 

2. Sphere, cube, and cylinder, made of 
wood. 



3. Large cube, divided into eight small 
cubes. 

4. Large cube, divided into eight oblong 
blocks. 

0. Large cube, consisting of 21 whole, (> 
half and 12 quarter cubes. 

6. Large cube, consisting of 18 whole ob- 
longs with 3 divided lengthwise and 6 divided 
breadthwise. 

7. Quadrangular, and various triangular 
tablets for laying figures. 

8. Sticks or wands for laying figures. 

9. AVhole and half wire rings for laying 
figures. 

10. Material for di'awing. 

11. Material for perforating. 

12. Material for embroidering. 

13. Material for paper cutting and combin- 
ing the parts into symmetrical figures. 

14. Material for weaving or braiding. 

15. Slats for interlacing. 

16. Slats Avith 4, 6, 8 and IG links. 

17. Paper strips for lacing. 
IS. Material for paper folding. 

19. Material for peas Avork. 

20. Material for modeling. 

The list begins with the ball., an object, com- 
prising in itself, in the simplest manner, the 
general qualities of all things. As the starting 
point of form — the spherical — it giA'es the first 
impression of form, and being the most easily 
moA'ed of all forms, is symbolical of life. It 
becomes the first knoAvn object, Avith which all 
other objects for the child's play are brought 
into relation. Beside teaching form, the balls 
are also intended to teach color, hence their 
number of six, representing three primary and 
three secondary colors. The principle of com- 
bining, uniting, or bringing into the relation 
of opposite^., Avhich is a gOA^erning laAv through- 
out all occupations in the Kindergarten, is ap- 
plied here to discriminating primary and sec- 
ondary colors, the lattei* being produced by a 
combination of two of the former.* 

For the purpose of acquiring clear and dis- 
tinct, correct idea of things around us, it is 
indispensably necessary to become acquainted 
with them in all respects and relations. The 
balls are made the object of a great variety of 
plays or occupations, to make the child be- 
come Avell acquainted Avith its uses, and to 



*The old Brewster theory of color here stated is AA^hoUy at variance Avith the modern ideas on th.^*; 
subject Avhich are elsewhere outUned in this book. 



PARADISE OF CHILDHOOD. 



71 



enable him to handle it gracefully. Then, for 
the purpose of comparison, the second Gift is 
introduced, consisting of sphere, cube and cyl- 
inder. We can here, certainly not yet speak 
of a rational comparison on the part of the 
young child, but simply of an immediate, sen- 
sual perception or observation of the similari- 
ties and differences existing in the things pre- 
sented. The child will find by looking at the 
three new objects exhibited to him that the 
sphere is just like the ball, except in its ma- 
terial. The first impression, that of roundness, 
made upon the child by the many colored, soft 
balls, finds here its further development by the 
fact that this quality is found in this wooden 
ball, or the sphere, as he maj' be led to name it, 
learning a new word. To facilitate the pro- 
cess of comparison, the objects to be compared 
should first be as different as possible, 02)2)0- 
sites in a certain sense. The opposition be- 
tween sphere and cube relates to their form. 
Together with the oppositional, or difference 
in objects, their similarity should in the mean- 
time be made prominent, for comparison de- 
mands to detect equality and similaiity of 
things as well as their distinction by inequal- 
ity and dissimilarity. The cylinder introduced 
as the mediatory between the opposites in form, 
given here, is the simplest and immediately 
suggested mediative form, because it combines 
the qualities of both cube and sphere in itself. 

These three ichole bodies, introduced as fun- 
damental or normal forms or shapes, in which 
all qualities of whole bodies in general are 
demonstrated, and which serve to convey the 
idea of an impression of the tvhole, are fol- 
lowed by the introduction of variously divided 
solid bodies. Without a division of the whole, 
observation and recognition, i. e., knowledge 
of it, is next to impossible. The rational in- 
vestigation, the dissecting and dividing by the 
mind, in short, the analysis should be preceded 
by a like process in real objects, if the mind 
is calculated to reflect upon nature. Division 
performed at random, however, can never give 
clear ideas of the whole or its parts, but a 
regular division, in accordance with certain 
laws, is always needed. Nature gives us also 
here the best instruction. She performs all her 
divisions according to mathematical laws. 

The orders in the vegetable kingdom are 
distinguished according to form and number 
of parts. Frcx'bel here, also, borrowed from 
nature a guide Avhich led him in svstematizing 



the means of development of the young mind 
in the Kindergarten. 

As the first divided body, a large cube is in- 
troduced, consisting of eight small cubes of 
the same size each, as its parts. The large 
cube is di^'ided once in each direction of space, 
lengthwise, breadthwise and heightwise. The 
form of the pai-ts is here like the form of the 
whole, and only their relation as to volume is 
different. In shape, alike, they differ in size, 
which fact becomes more apparent by a variety 
of combinations of a different number of the 
parts. Thus the relation of number is here 
iiltroduced to the observation of the child, to- 
gether with that of form and magnitude. A 
clear and distinct idea of these relations could 
hardly be attained unless presented in this 
manner. In the following Gift, diversity of 
form in the whole and its parts, is made ap- 
parent, preceding the introduction of the rela- 
tions of the plane. The logical connection 
with the preceding Gifts consists in the same 
form of the whole, the cube, and the same man- 
ner of division ; the 5th and 6th being divided 
twice, whereas the 3rd and 4th were divided 
only once in all directions of space. The va- 
riety of forms gained, by this division of the 
cube, gives the widest scope to the invention 
and production of combined forms, without 
ever leading to an indefinite, unlimited, unre- 
sti'ained activity. The logical combination of 
parts to a whole, which is required in using 
these blocks, renders it a preparatory occupa- 
tion for succeeding combinations of thought, 
for, also the construction of parts into a whole 
follows certain laws, thereby forming a serial 
connection, which, in nature, is represented 
by the membering or linking of all organisms. 
As nature, in the organic world, begins to form 
by agglomeration, so the child in its first occu- 
pations commences with mere accumulation of 
parts. Order, however, is requisite to lead to 
the beautiful in the \'isible world, as logic is 
indispensable in the world of thought for the 
formation of clear ideas ; and Frffibel's law to 
link opposites, affords the simplest and most 
reliable guide to this end. 

YoY example, in the building occupation this 
law is applied in relation to the joining of blocks 
according to their form, or the different posi- 
tion of the parts in relation to a common cen- 
ter. If I join sides and sides, or edges and edges 
of the blocks, I have formed op2)osites ; side and 
edge or edge and side joined, are considered 



7' 



oiiAiri^cii ciwrijuv iodtimon 



:iH links or mcdiiil ion. Tlnis hclovv Mini iibovc 
MIC o|»|>osilcH in icinlion to vvliicli llic ri^lil 
Mml icfl, Hide of \'(>vu\ or (ioiir(! Itiiilt, Hcrvc ms 
MicdlMlivc piirtH. ('Mrryin;:,' oiil, lliin piinciplc, 
\vn liM\'(^ cHlMhliHlicd a. moHl, iidinirMhlc? order, 
by whicli even llic youii<2,'cs1. |>"l»il, rr('(|n('n(ly 
nnknovviii^ly, prodiiccM \\\v moHt cliMrniin'j; wi^- 
idnr I'oiniH Mnd li<i,iircH. TImh rt'<i,iilMr mikI Hcrinl 
(■onsl-rii('l:inj.j,' of llic /xnis t,o n, w/io/r, Mccordint;' 
lo M d('t('riniiiMl<' Imw, is I'oIIovvimI by coiinccl- 
iiifji; viirioiiH vvliolcs willi one MiioUicr, lo |»ro- 
diicc^ orders :ind st'rics ms wc liiid lliciii in mII 
llie iiMliir.'il kin<i'doMis, just, ms \V(( mi*; in need of 
cMtceorics in the procfss of tliiiikiii^'. Tlierc- 
forc^ we produce in the Kindeiu,;ii'l('n, by iiicmiis 
of oui" occiipMlion iiiMleriMi, f////^/7'/// scrips of 
foriiis Mild litiiii'cs from ('oiiiiiion ch'iiD'iihiri/ 
J'lii-iii.s, wliicli we cmII cWlwy Jfii-iiis (ij'lij'c, Jhiiiis 
of ktioivlcdt/r, or J'oniis oj' licmtlt/. Tlie lirst, mtc 
representMlioiis of objects Mcl-iiMlly existiiii;' mikI 
cominti; under our coininon obsorvation, :is tJie 
works of liiiiiiMii skill Miid Mrl. 

'I'lie se<'oii(l Mi'e siicli iis lUTord iiisl met ion 
relMli\(' to iiiiiiih('i\ order ^ proporlioit ^ etc. Tlic 
I bird MIC riji,iires repi'esenline' only ideal loriiis, 
yet, HO re^ulMi'ly eonstriicled ms to prc^seiit per- 
I'eel models of syiiiiiietry mikI order in MrrMiim'- 
iiieiil <•!' pMils. Hy occiipMt-ion with lliese dilTcr- 
eiitly, yet, nlvvMys reenlnrly conslrnetcd bo<lies, 
the child will iiiMke, obHcrvMlious of the li'reM-li^st, 
\Mriety, which, by IniinediMle use of the obj<'cts 
by niMiiipulMtioii Miid expcriineiil , iiiMke m icmI 
experience. 'I"he obsei'VMlioiis, for exMiiiple, ol' 
llic verlicMl Mild liori/ontMl, of the rii;lit Mii^K'd, 
of the directions of lip Mild downwnrd, of under, 
Mbo\f Mild next one Miiolher; of reii'iihirit v, 
of e(|iiipoise, the icImHoii of cirtMiinrerencc mikI 
ceiiler, of iiiiill iplicMt ion Miid division, of mII 
thMJ produces liMriiioii\' in const ruction, etc., 
impress themselves, as it were, indeliblv upon 
I lu^ child's mind almost Mt e\cry step. 'I'lie lirst, 
kiio\vledjj;,c, or iMllier idi'M ol' the (piMlilies of 
matter, and (he lirst experiences of its use, ;ire 
obtained thus in Ihe simplest, iiiMiiuer Miid de- 
lii!,lil fully. 'I'hiis llie iMwfiil sluipiuii', lonic;d 
de\ clopmeiil mikI iiieihodicMl Mpplication of the 
iiiMleriMi, is, MS it were, Ihe lo^ic of iimIiiic 
imilaled, whose represi'iitatioii is found in Ihe 
forms of cryslalli/alion. II is iimIiiimI that Ihe 
works of (iod should rellecl the lo^ic of the 
i!,reat, Creator's mind, and thereby be made the 
teachers of mankind. \\ hat can man do bet- 
ter in ediicatine' tlu' human mind, lliaii imitate 
these iiu'ans, for the purpose of unfoldinii' and 



st relict lieiiiiii>' tlic o{.||ii of looic, iniplautcd iti 
lh(^ iiiiiid of every liuinan iiciii^', created in the 
iiiia|»(^ of his ( iod. 

A condition of indisputable importance! for 
the ac(|iiisition of knowledge of t,liiii<j;s, is tlio 
knowledjic of the maierial of which tlu^y con- 
sist, and their ((iialities, and this should be in- 
t,i'o(biced in I'iyht hiku'cwhIoii. P'roiii the 'id to 
(■(III (Jifts, the objects consist of leood^ and 
they are in Ihe meantiine solid bodies. 

'I'lie next, step in the use of matter as \\w 
repicseiitalion of mind, is the transition to 
[\\v phuu!, Kr(eb(!rs 'I'ablets for layiiiji; li;i;ur(!S. 
In tluun, the simple niMllieiiiMlic fiindainental 
forms are ^iveii as embodied planes, be<j,'iiinin^" 
with the sipiarc!, vvliich is followed successively 
by the rinhl.-ane'led trian<;le with two e<|ual 
sides ( the half H(iuare )*, the ri<;ht,-aiigie(l tri- 
auo'lo with nne(]nal Hides; the obtuse-angled 
triangle, and the e(|uilateral triangle. 

'The dais given for the play of interlacing 
form the transition from the jilniie to the liiie^ 
resembling the latter, although, owing to their 
width, still occupying space as :i plane. They 
represent, in one respect a i»rogress beyond the 
Hticks, because they may be joined for the piir- 
|)oS(! of represeiiling lasting forms. 

'I'lie sticks, n^presiMiting the emlxxlied line, 
fa:cilitati' the (elements of drawing, serving as 
movable! outlineH of planes. They are to bc! 
looked upon as the di\i(led plane in order to 
adhere to their coiiiiectious and relation with 
the form from which we started. By means 
of the slicks, iiiimerical relation lirst is made 
more pidiiiineiil and evident by the introduc- 
tion of ligures. The applicMlion of the la-w of 
opposiles relates in all previous occupations to 
\\\v Jhriii and direct Inn of parts. 

In the so-calK'd jiens-n-tirk the sticks or wires 
art' unili'd by pohils, represented Ity peas, de- 
monstrating that it is union which produces 
lasting formation of matter. 

Here closes the lirst Hcction of I"' riebel's em- 
bodied alphabet, inteiidi'd to give the elemental 
images for the siicceeding recognition of com- 
plex form, magnitude and iiiimerical relations. 
Thus lli(> child has been guided in a logical 
iiiaiiiier from the snild hnth/ Ihroiigii its dlrl- 
sloiis and throiigli the embodied plaiu>, line and 
point, in iiiatler and by matli'r, to the borders 
of Ihe abstract, without going ove-r into abstrac- 
tion, which is a lati'r process, to be postponed 
to the school that succi'cds to the Kindergar- 
ten. To reduce or 'dead Ixic//' mathematical 



PARADISE OF CHILDHOOD. 



73 



perception (abstract thinkinii) to a])pearances 
in the material world, no more appi'opriate 
means and method could have been devised. 
All absti'actions are drawn — abfitracted accord- 
ing" to the oi-i<>innl nictuiing of the word — frcmi 
manifestations of the visible world. Altlioii<i;h 
further linal conclusions (Avhicli may Tk; contin- 
ued ad infinitum ) shall remove them fiom tiieir 
orio-in, elevate them to their loftiest Iieights 
of thousiht, their roots are ever to be looked 
for in the material world. The assertion that 
ideas are founded and defined by perceptions 
only, is either entirely erroneous and not to be 
proved, or there must exist such a connection, 
such an analogy, between the things of the ma- 
terial world and the objects of thought, as hns 
been indicated here. And if it can be proved 
thiit such a coui'se of development of the liu- 
jnan mind necessaiily tnkes place in some de- 
gree without our assistance, as a natural proc- 
ess, then education should not dare to pre- 
scribe any other one ; then this is the only 
true method of developing the mind, because 
it operates with nature's laws, although it does 
not exclude all assistance on our part, but in- 
vokes it. We have often opiiortunity to notice 
how easily the mind, without human assistance 
grows in vrroiuj diivctions, like tlie young tree 
tliat never felt the effect of the pruning knife. 

In the following occui)ations of the Kinder- 
garten we shall notice the progress from the 
solid body or object itself io the representation 
of its image by drawing. Planes and lines, the 
various forms of the triangle and other geo- 
metric figui'es, occur also here, but they are 
produced by different malerial. The touching 
or handling of the solid l>ody, the most im- 
portant means of acquiring knowledge dui'ing 
the first years of a child's life, during the state 
of its rational unconsciousness, is now entirely 
changed to a looking at objects presented to 
its obsei'vation ; and the image of the body, 
so to say, takes the place of the body itself. 
Drawing with pencil is of such paramount im- 
portance because the child is enabled by it to 
rej)roduce (juickly and easily the images im- 
parted to its mind ]»y their own visible repi-e- 
sentation, whereby they become truly objective 
and are only then fully understood. Instruc- 
tion in writing should never precede instruc- 
tion in drawing. 

In the develo]mient of the human lace, the 
body unmistakably piecedes its image or re[> 
resentation, as the drawn image preceded the 



written sign or letter. In the incipient stages 
of civilization, these signs for things were 
images, as we see in all hieroglyphic inscrip- 
tions. Our modern letters occupy the highest 
step in the scale of the language of signs 
(wliicji we should not foi'get). 

FnjL'bel's method of instiuction in drawing is 
as ingenious as it is sim[)le. The same course 
as puisued in the study of things, according to 
their form, size and number, and mathematical 
proportions is also here adhered to. The va- 
rious forms which have previously occupied 
the child in their existence as bodies, a[)pear 
here in drawn pictures, and are nuiltiplied ad 
infinitum. The progression from the simplest 
rudiment to the more complicated, the great 
multiplicity of series^ determined by the vari- 
ous directions of the lines and the geometi'ic 
fundamental foi-ms, the logical progression 
fi-om the sti'aight to the curved lines, render 
drawing — not considering here its immediate 
artistic significance — one of the most eflicient 
means for disciplining the mind of the young 
pu[)il. It is the first step for the child to a 
future careful observation of the general con- 
nection of things from the smallest to the 
largest, as pai'ts as well as wholes. 

In the following occupations, the matei'ial of 
which is a more refined one, color is introduced 
in connection with multiplication of form, and 
the products of the children's work are con- 
stantly approaching real artistic creations. In 
the braiding or trearing the thought of nvmber 
is predominating Ijecause the ojjposites of odd 
and even are cond)ined by alternately employ- 
ing both. In the jxiper-fo/diiig, opjjosites are 
formed by the oi»positional directions of the 
lines, (horizontal or i)erpendicular) originating 
in the folding of the paper, and these oi)po- 
sites are connected by the mediative oblique 
line. In like manner this law is applied to 
angles, acute and obtuse as opposites, the 
right angle serving as a mediatory. This is 
repeated in the occupation of ^K^r/ora//)/fy and 
embroidering. The cvtting of pa per ^ also, es- 
pecially afY'ords a perfect view of all tlie mathe- 
matical elements for the purpose; of plastic rep- 
I'csentation. 

Thus we find everywhere the same logical 
chain of perception, and subsequent represen- 
tation and experimental knowledge resulting 
from both, and thus all parts and sections of 
this system of occui)ation are logically united 
with one another, serving the child's mind as a 



74 



QUARTER CENTURY EDITION 



ftiithful rertector of its own internal develop- 
ment at each and eveiy step. And well may the 
matnred mind, developed aeeording' to these 
principles, in I'ntni'e days retrace with facility 
its conceivin<»' und thinking to the clear and 
sharply defined, as it were, typical images of 
this reflector, as their very origin, for such ex- 
periences surely can never be effaced. 

It has been charged by those who have only 
a superlicial knowledge of Fro'bel's educational 
system, that by it the faculties of the young 
mind ai'e too soon awakened, Avhich should 
not be taxed at so early an age. To this ac- 
cusation we invite the most careful investiga- 
tion, the result of which, we doubt not, will be 
a conviction that just the opposite is the case. 

Manual occupation, performed in connection 
with all means of occu])atiou in the Kindergai'- 
ten, continual re})resentation of objects, plas- 
tic formation and production, ai'e all attractive 
to the nature of the child and touch the springs 
of spontaut'ity in its very core. All observa- 
tions which appeal to the understanding and 
{prepare mathematical conceptions occur, as it 
were, as accessories only, and to such an extent 
as the child's desire calls for them. Nothing is 
ever forced upon the pupil's mind. It can- 
not even be said that teaching is prominent, 
but rather practical occupation, individually- 
intcncb'd ))i-oducti()n, on the part of the chil- 
dren ; which give rise to most of the remarks 
required to be made on the i)art of the Kinder- 
gartner. The element of working, which every 
child's nature craves is predominating. Ac- 
tivity of the hand is the fundamental condition 
of all development in the child, as it is also 
the fundamental condition for the ac(]uisition 
of kiioicledfje, and the subjection of matter. 
Mechanical ability, technical dexterity, educa- 
tion of all human senses recjuiie mider all cir- 
cumstances manual occu])ation. However, if 
this side of Fi'O'bel's educational system is 
mentioned, another class of opponents is ready 
to object, that the child should not begin with 
work, but that lirst its mind should be devel- 
oped. We understand these various objections 
to mean that the child's i)owers should not be 
employed in mechanical occupation exclusive- 
ly, nor be entirely deprived of it, but that 
a, harmonious development of body and mind 
should be the task of education. 'I'his is in 
perfect accordance with Frcvbel's jjrinciples, 
which, if carried out rightly, will accomplish 
this in the fullest meaning of the word. No 



occupation in the Kindergarten is merely me- 
chanical, it is one of the most important rules 
that the mere mechanical, as cont)'ary to the 
child's nature, should studiously be avoided. 

Nothing is i)laiuer to the careful observer of 
the child's nature than the desire of the little 
mind to observe and imbibe all its siuToundings 
with all its senses simrdtaneously . It wishes to 
see, to hear, to feel, all beautiful, joyful, and 
pleasant things, and then strives to reproduce 
them as,/ar as its limited faculties Avill admit. 
To receive and give back, is life, life in all its 
directions, with all its powers. This is what 
the child desires, what it should be led to ac- 
complish with a view to its own development. 
p]yes and ears seek the beautiful, the sense of 
taste and smell enjoy the agreeable, and the 
impression which this beautiful and agreeable 
make upon the child's mind calls forth in the 
child's innermost soul, the desire, nay, the ne- 
cessity of production, repi-esentation, or forma- 
tion. If we should neglect i)rovi(ling the means 
to gratify such desire, a full development of 
the heai't of the individual, a higher taste for 
the ideal in it, never could be the result. We 
believe that this desire cannot be assisted more 
perfectly and appropriately than by accom- 
plishment in form, color, and tono, each ex- 
l)ressing and representing in its OAvn manner, 
the feeling of the beautiful and agi'eeal)le. The 
earlier such accomplishment is begun, the 
more perfectly the heart or a'sthetic sentiment 
in man will be developed, the more surely a 
foundation for the moral development of the 
individual be laid. Aptness in formation and 
production conditions the development of the 
hand, sinudtaneously with the development of 
the senses. It conditions, also, knowledge and 
subjection of matter and the proper material 
for the yet weak and unskilled hand of chil- 
dren. Formation itself fni'thermore conditions 
observation of the various relations of form, 
size, arid number, as show^n in connection with 
the gifts, employed for the preparatory devel- 
opment of the perceptive faculties. Mathe- 
matical forms and figures are, as it were, the 
skeleton of the beautiful in form, which, in 
its perfection always recpiires the curved line. 
Images of ancient peojjles, as we iind them, 
in the Egyptian temples, for example, are 
straight-lined, hence are geometrical flgures. 
'I'he curved line, the true line of beauty, we Iind 
subsequently, w'hen the artistic feeling had be- 
come more fully developed. The forms of 



PARADISE OF CHILDHOOD. 75 

beauty alteniiiting in all hi'iinclies of Kinder- sim[)k'Bt, imitation. It is this sciilc 01 minia- 
iitirtou oeeupatioii, with those of life 1111(1 knowl- tnre through which the child's iiiiiid is coii- 
edge, tilford the most appropriate means for ducted by means of Fra'))ers occupation ma- 
tlie develoiiment of a sense of art as well as terlal. From the first imim-diatt! impression, 
of aptness in art, in the meantime preventing received from objects and forms of the visible 
a one-sided prevalence of a mere cold under- world, it rises to art, or creation according to 
standing. its own idea, which is its own i)roduction,aself- 
The faculties of the soul are not yet dis- willed formation. For this purpose nature im- 
tinctly separated in the young child, the un- planted in the liuman mind a strong desire to 
derstanding, feeling and will, act in union produce form, which, if correctly guided, be- 
with one another and every one is develojied comes the most useful faculty of the soul, 
through and with the others. The combina- Simply by this desire of formation the images 
tions of the power of representation in forma- of perception attain the necessary perfect dis- 
tion serve also as the preliminary exercise for tinctness and clearness, the power of obser- 
that combination of thought; and what the vation, its keenness and experience, its proofs, 
hand produces strengthens tin; will and energy all of which are requisite, to afford to the work- 
of the young mind in the meantime affording ing of the human mind a sure foundation. Free 
gratilication to the lieart. All work of man, invention, creating, is the culminating point of 
be it common manual work, or a work of art, mental independence. We lead the child to this 
or purely mental labor is always the uniting eminence by degrees. Sometimes accident has 
of parts to a whole, /. e., orymdzhig in the led to invention and production of the new, but 
highest sense of tlu; word. The more we are Froebel has i)rovided a systematically graded 
conscious of aim, means, manner and method method by which infancy may at once start 
connected with our work, the more the mind is ujjon the road to this eminent aim of inventing, 
active in it, the higher and nobler the result will If the full consciousness, the clear concep- 
l)e. The lowest step of human labor is formed tion of its aim is at first wanting, it is pre- 
by mechanical imitation, the highest is free pared by every step onw-ard. The objects pre- 
formation or production, according to one's sented and the material employed, afford the 
own conception. Between these two j^oints we child, under the guidance of a mature mind, 
lind the whole scale by which the crudest kind the al[)habet of art, as well as that of knowl- 
of labor mounts to a free production in art and edge, and it is worth while lierc! to remark that 
science and on which invention stands ui)per- histoiy show%s that art comes before science in 
most as the gradual triumphant result from all human development. 



THE PARADISE OE CHILDHOOD 



A GUIDE TO KINDERGARTNERS. 



ESTABLISHMENT OF A KINDERGARTEN. 



The requisites for the establishment of a 
"Kiudergarteu" are the following: 

1. A house, containing at least one large 
room, spacious enough to allow the children, 
not only to engage in all their occupations, 
both sitting and standing, but also to practice 
their movement plays, which, during inclement 
seasons, must be done indoors. 

2. Adjoining the large room, one or two 
smaller rooms for sundry purposes. 

3. A number of tables, according to the size 
of the school, each table atfording a smooth 
surface ten feet long and four feet wide, rest- 
ing on movable frames from eighteen to twenty- 
four inches high. The table should be divided 
into ten equal squai'es, to accommodate as 
many pupils ; and each square subdivided into 
smaller squares of one inch, to guide the chil- 
dren in many of their occupations. On either 
side of the tables should be settees with fold- 
ing seats, or small chairs ten to lifteen inches 
high. The tables and settees should not be 
fastened to the floor, as they will need to be 
removed at times to make room for occupa- 
tions in which they are not used. 

4. A piano-forte for gymnastic and musical 
exercises — the latter being an important fea- 
ture of the Y:)lan, since all the occupations are 
interspersed with, and many of them accom- 
panied by singing. 

5. Various closets for keeping the apparatus 
and work of the children — a wardrobe, wash- 
stand, chairs, teacher's table, etc. 



The house should be pleasantly located, re- 
moved from the bustle of a thoroughfare, and 
its rooms arranged with strict regard to h}'- 
gienic principles. A garden should surround 
or, at least adjoin the building, for frequent 
outdoor exercises, and for gardening purposes. 
A small plot is assigned to each child, in which 
he sows the seeds and cultivates the plants, 
receiving, in due time, the flowers or fruits, 
as the result of his industry and care. 

When a Training School is connected with 
the Kindergarten, the children of the "Garten" 
are divided into groups of Ave or ten — each 
group being assisted in its occupations by 
one of the lady pupils attending the Training 
School. 

Should there be a greater number of such 
assistants than can be conveniently occupied 
in the Kindergarten, they may take turns with 
each other. In a Training School of this kind, 
under the charge of a competent director, 
ladies are enabled to acquire a thorough and 
practical knowledge of the system. They 
should bind themselves, however, to remain 
connected with the institution a specified time, 
and to follow out the details of the method 
patiently, if they aim to fit themselves to con- 
duct a Kindergarten with success. 

In any establishment of more than twenty 
children, a nurse should be in constant attend- 
ance. It should be her duty also to preserve 
order and cleanliness in the rooms, and to act 
as janitrix to the institution. 



MEANS AND WAYS OF OCCUPATION 

IN THE KINDERGARTEN. 



Before entering into a description of the va- 
rions means of occupation in the Kindergarten, 
it will be proper to state that Friedrich Fra^bel, 
the inventor of this S3'stem of education, calls 
uU occupations in the Kindergarten ^'■plays" and 
the matei'ials for occupation '■'■gifts." In these 
systematically-arranged plays, Fra?bel starts 
from the fundamental idea that all education 
should begin with a development of the desire 
for activity innate in the child; and he has been, 
as is universally acknowledged, eminently suc- 
cessful in this part of his important work, 
f^ach step in the course of training is a logical 
sequence of the preceding one ; and the various 
means of occupation aj-e developed, one from 
another, in a perfectly natural order, begin- 
ning with the simplest and concluding with 
the most difflcult features in all the varieties 
of occupation. Together they satisfy all the 
demarids of the child's nature in respect both 
to mental and physical culture, and lay the 
surest foundation for all subsequent educa- 
tion in school and in life. 

The time of occvpation in the Kindergarten 
is three or four hours on each Aveek day, usu- 
ally from 9 to 12 or 1 o'clock; and the time 
allotted to each separate occupation, includ- 
ing the changes from one to another, is from 
twenty to thirty minutes. Movement plays, so- 
called, in which the children imitate the flying 
of birds, swimming of fish, the motions of 
sowing, mowing, threshing, etc., in connec- 
tion M'ith light gymnastics and vocal exercises, 
alternate Avith the plays performed in a sitting 
posture. All occupations that can be engaged 
in out of doors, are carried on in the garden 
Avhenever the season and weather permit. 

For the reason that the various occupations, 
as previously stated, are so intimately con- 
nected, groAving, as it Avere, out of each other, 
they are introduced A'ery gradually, so as to 
afford each child ample time to become suffi- 
ciently prepared for the next step, Avithout 
interfering, howcA'er, with the rapid progress 



of such as are of a more adA'anced age, or 
endoAved Avith stronger or better deA'eloped 
faculties. 

The following is a list of the gifts or ma- 
terial and means of occupation in the Kinder- 
garten, each of which will be specified and 
described separately hereafter. 

There are altogether twenty gifts., according 
to Fra?bers general definition of the term, al- 
though the first six only are usually designated 
by this name. We choose to follow the classi- 
fication and nomenclature of the great iuA'entor 
of the system. 

LIST OF FRCEBEL'S GIFTS. 

1. Six rubber balls, coA'ered Avith a net work 
of tAvine or worsted of various colors. 

2. Sphere, cube and cylinder, made of Avood. 

3. Large cube, consisting of eight small 
cubes. 

4. Large cube, consisting of eight oblong 
parts. 

5. Large cube, consisting of Avhole, half, 
and quarter cubes. 

6. Large cube consisting of doubly diA'ided 
oblongs. 

[The third, fourth, fifth and sixth gifts serve 
for building purposes.] 

7. Square and triangular tablets for laying 
of figures. 

8. Sticks for laying of figures. 

9. Whole and half rings for laying of 
figures. 

10. Material for drawing. 

11. Material for perforating. 

12. Material for embroidering. 

13. Material for catting of paper and com- 
bining pieces. 

14. Material for braiding. 

15. Slats for interlacing. 

16. The slat with many links. 

17. Material for intertAvining. 

• 18. Material for paper folding. 

19. Material for peas-work. 

20. Material for modeling. 



THE FIRST GIFT. 



The First Gift, which consists of six rub- 
ber balls, over- wrought with worsted, for the 
purpose of representing the three fundamen- 
tal and three mixed colors, is introduced in 
this manner : — 

The children are made to stand in one or 
two rows, with heads erect, and feet upon a 
given line, or spots marked on the tloor. 
The teacher then gives directions like the fol- 
lowing : — 

"Lift up your riijht hands as high as you 
can raise them." 

"Take them down." 

"Lift up your left hands." "Down." 

"Lift up both your hands." "Down." 

"Stretch forward j^our right hands, that 1 
may give each of you something that I have in 
my box." 

The teacher then places a ball in the hand 
of each child, and asks: — 

"Who can tell me the name of what 3'ou 
have received ?" Questions may follow about 
the color ^ material, shape, and other qualities 
of the liall, which will call forth the replies, 
blue, yellow, rubber, round, light, soft, etc. 

The children are then required to repeat 
sentences pronounced by the teacher, as — 
"The ball is round;" "3/y ball is green;" ''All 
these balls are made of rubber," etc. They 
are then required to return all, except the blue 
balls, those who give up theirs beiug allowed 
to select from the box a blue ball in exchange ; 
so that in the end each child has a ball of that 
color. The teacher then says : "Each of you 
has now a blue, rubber ball, which is round, 
soft and light ; and these balls will be your 
l)alls to play with. I will give you another ball 
to-morrow, and the next day another, and so 
on, until you have quite a number of balls, 
all of which will be of rubber, but no two of 
the same color." 

The six differently colored balls are to be 
used, one on each day of the week, Avhich as- 
sists the children in recollecting the days of 
the week, and the colors. After distributing 
the balls, the same questions may be asked as 
at the beginning, and the children taught to 
raise and drop their hands with the balls in 
them ; and if there is time, they may make a 
few attempts to throw and catch the balls. 



This is enough for the first lesson ; and it will 
be sure to awaken enthusiasm and delight in 
the children. 

The object of the first occupation is to teach 
the children to distinguish between the right 
and the left hand, and to name the various 
colors. It may serve also to develop their vocal 
organs, and insti'uct them in the rules of po- 
liteness. How the latter may be accomplished, 
even with such simple occupation as playing 
with balls, may be seen from the following : — 

In presenting the balls, pains should be 
taken to make each child extend the right 
hand, and do it gracefully. The teacher, in 
putting the ball into the little outstretched 
hand, says : — 

"Charles, I place this red, (green, yellow, 
etc.,) ball into your right hand." The child 
is taught to reply : — 

"I thank you, sir." 

After the play is over, and the balls are to 
be replaced, each one says, in returning his 
ball :— 

"I place this red (green, yellow, etc.,) ball, 
with my right hand into the box." 

When the children have acquired some 
knowledge of the dift'ereut colors, they may be 
asked at the commencement : — 

"With which ball would you like to play 
this morning — the green, red, or blue one?" 
The child will reply : — 

"With the blue one, if you please ;" or one 
of such other color as may be preferred. 

It may appear rather monotonous to some 
to have each child repeat the same phrase ; 
but it is only by constant repetition and pa- 
tient drill that anything can be learned accu- 
rately ; and it is certainly important that these 
youthful minds, in their formative state, should 
be taught at once the beauty of order and the 
necessity of rules. So the left hand should 
never be employed when the right hand is re- 
quired ; and all mistakes should be carefully 
noticed and corrected by the teacher. One 
important feature of this system is the incul- 
cation of habits of precision. 

The children's knowledge of color may be 
improved by asking them what other things 
are similar to the different balls, in respect to 
color. After naming several objects, tbey 



80 



QUARTER CENTURY EDITI(3N 



Tiiay be made to repeat sentences like the fol- 
lowing : — 

"M}^ ball is green, like a leaf." "My ball 
is yellow, like a lemon." "And mine is red, 
like blood," etc. 

AVhatever is pronounced in these conversa- 
tional lessons should be articulated very dis- 
tinctly and accurately, so as to develop the 
organs of speech, and to correct any defect 
of utterance, whether constitutional or the re- 
sult of neglect. Opportunities for phonetic and 
elocutionary practice are here afforded. Let 
no one consider the infant period as too early 
for such exercises. If children learn to speak 
well before they learn to read, they never need 
special instruction in the art of reading with 
expression. 

For a second play with the balls, the class 
forms a circle, after the children have received 
the balls in the usual manner. They need to 
stand far enough apart, so that each, with 
arms extended, can just touch his neighbor's 
hand. Standing in this position, and having 
the balls in their right hands, the children pass 
them into the left hands of their neighbors. 
In this way, each one gives and receives a ball 
at the same time, and the left hands should, 
therefore, be held in such a manner that the 
balls can be readily placed in them. The arms 
are then raised over the head, and the balls 
passed from the left into the right hand, and 
the arms again extended into the first position. 
This process is repeated until the balls make 
the complete circuit, and return into the right 
hands of the original owners. The balls are 
then passed to the left in the same way, every- 
tliing being done in an opposite direction. This 
exercise should be continued until it can be 
done rapidly and, at the same tinie, gracefully. 

Simple as this performance may appear to 
those Avho have never tried it, it is, neverthe- 
less, not easily done by very young children 
without frequent mistakes and interruptions. 



It is better that the children should not turn 
their lieads, so as to watch their hands during 
the changes, but be guided solely b}' the sense 
of touch ; and to accomplish this with more 
certainty, they may be required to close their 
eyes. It is advisable not to introduce this 
pla}' or any of the following, until expertness 
is acquired in the first and simpler form. 

In the third play, the children form in two 
rows fronting each other. Those of one row 
only receive balls. These they toss to the 
opposite row : first, one by one ; then two by 
two ; finally, the whole row at once, always 
to the counting of the teacher — "one, two, 
throw." 

Again forming four rows, the children in 
the first row toss up and catch, then throw to 
the second row, then to the third, then to the 
fourth, accompanying the exercise with count- 
ing as before, or with ,siyKji}tg, as soon as this 
can be done. 

For a further variety, the balls are thrown 
upon the fioor, and caught, as they rebound, 
with the rajht hand or the left hand, or with 
the hand inverted, or they may be sent back 
to the floor several times before catching. 

Throwing the balls against the wall, tossing 
them into the air and many other exercises 
may be introduced whenever the balls are used, 
and will ahvays serve to interest the children. 
Care should be taken to have every movement 
pei'formed in perfect order, and that every 
child take part in all the exercises in its turn. 

At the close of every ball play, the children 
occupy their original places marked on the 
floor, the balls ai'e collected by one or two of 
the older pupils, and after this has been done, 
each child takes the hand of its opposite neigh- 
bor, and bowing, says, "good morning," when 
they march by twos, accompanied by music, 
once or twice tlirough the hall, and then to 
their seats for other occupation. 



EDITOR'S NOTES. 



Fr(ebel originally intended this gift for use 
in the nursery when the little one was under 
the direct guidance of his mother, and for such 
use it is admirably adapted. It is probably 
for this reason that so little was made of this 
gift by Prof. Wiebe, who was writing for chil- 
dren of older years, such as were supposed to 



be in the American kindergartens twenty-five 
years ago ; but at the present time very much 
more is made of it, and its possibilities are 
gi-eat. As a part of the system it has its place 
in the kindergarten of to-day, being invalua- 
ble, inasmuch as it teaches color, form and 
motion. While from the following series of 



PARADISE OF CHILDHOOD. 



exercises we can only liint at the endless va- 
riety of games and songs that may be given 
to the children in making relations with this 
gift, the ingennity of the kindergartner will 
snggest mnch liy which the six soft balls of 
the first gift may be introdnced as preliminary 
to the solid forms of the second gift. If the 
child has had no nnrsery training with the 
l)alls, only one should be given at a time, red 
being nsnally chosen. AVhen the red ball has 
been fully introduced and the child has played 
with it in a rhythmical way until perfect sym- 
pathy is established between him and his play- 
thing, another may be given, and so on. 
GENERAL IMPRESSION. 
The kindergartner shows the 1 )all and intro- 
duces her observations with some fitting words, 
as : — 

How pretty is the ball, 
Now please look at it all I 
While she distributes the l)alls to the chil- 
dren, Avho hold both hands to receive one, she 
sings : — 

First open h;iuds and take the ball. 
Then close the little fingers all. 
Then let each child open his hands and place 
the ball before him on the table ; call attention 
to it liy saying : — 

This ball of bright and colored wool, 
It looks so very beautiful, 
Examine it, how ueat, how clean. 
So should a child be ever seen. 
Ask the children if they can tell you any- 
thing about the ball. One will answer, "It is 
soft;" "it is rough;" *Mt is elastic;" "it will 
roll," etc. Then there is something to tell 
them about the rubber tree and an experience 
to gain with every moment during which the 
balls are used. 

Ask the children to rock their balls to sleep, 
making a cradle of the hands, and singing: — 
Our balls are going to Bye-low-land, 
Going to sleep in each child's hand, 
Rock them so gentlj' to and fro. 
Our little balls to sleep must go. 
— or — 
A little ball is lying here 

So quietly asleep, 
xVnd as I rock it to and fro 
A loving watch I'll keep. 
Then, if it is not yet time to put the balls 
away, sing : — 

It likes now to be moviug, 
Moving, roving, moving, roving, 
Moving, roving so. 
Accompany the song by i)assing the ball 
from one hand to the other, keeping lime to 



the music, which should always be strongly 
marked for young children. Nothing is more 
harmonious or helpful in a kindergarten than 
to get hands and feet accustomed to rhythmi- 
cal motions. In distributing, if pi^eferred, the 
balls may be called flowers, as :— 

These flowers are so bright and fair. 
Please handle them with tender care : 
And as I pass them to you all. 
Take care they do not bjeak or fall. 
The balls may be flowers that are sleeping, 
and the childran's hands the covers ; let some 
child go around to awaken the flowers. Then 
the balls may be leaves on the trees and drop 
quietly down, the children using their arms- 
held above thsir heads for the branches. Again, 
they may be birds, frogs, fishes, fruit, snow- 
balls to be made and thrown up and caught ; al- 
so gifts and decorations for a Christmas tree, 
some child representing the tree. 

These are but a few suggestions as to the 

various purposes for which the balls are used. 

When it is time to put the balls away, sing: — 

My ball lies in its little bed. 
So quiet and so still ; 
I'll gently rock it to and fro. 
And hush it well, I will. 
COLOR. 
Hold up the ball and ask the children what 
color it is, then to find something in the room 
or upon themselves of the same color, and when 
thc}^ have found several red things, give the 
name red ; but do not give the name until they 
have watched the color and proved that they 
have experienced the sensation. In teaching 
the other prismatic colors in these exercises, 
observe the same caution — let the sensation 
come before the name. Children in private 
kindergartens usttally know the names of the 
colors. 

"Do yon remember what we played in the 
ring? 'Johnny likes to wander.' Now we will 
let the red balls wander just as Johnny did." 
Give a red ball to each child next to you, and 
after it has passed two or three children start 
another, and so on. Sing : — 

The red ball loves to wander 
From one I'hild to another, 
And to each one will say 'Good Day." 
(repeat last linu.) 

"When Mr. Eed Ball is tired we will gently 
place him on the table and let him rest, while 
we bring from the box one of his brothers. It 
is the color of a roinid, juicy fruit. Yes, it is 
the color of the orange, and we will let the 



82 



QUARTER CENTURY EDITION 



orange balls wander." Compare real oranges 
with it, and let the children find orange-colored 
objects to match the orange ball. 

After each game let the children do just what 
the ball has done. At the end of any regular 
exercise let the children choose any of the 
games they have played. It is well to let them 
glue red autumn leaves or red kindergarten 
papers on a circular piece of cardboard, either 
white or black, twelve or fourteen inches in 
diameter. A clearer impression of form as well 
as of color will be made if the form is varied 
with the color, using for instance, a round c-hart 
for red, square for orange, oblong for yellow, 
triangular for green, pentagonal for blue, 
hexagonal for violet and octagonal for all the 
colors. These can be fastened upon the wall 
in prismatic order. 

Give each child two round papers of the same 
color. Let the children come one by one and find 
a l)all like their papers. Pin the papers on the 
balls for wings, then let the children watch to 
see which bird flies up from the teacher's lap, 
and direct those who have the same color, to 
let theirs fly at the same time, singing : — 
"Up, up hi the skJ^■' 

Down goes the little bird out of sight and a 
new bird flies into the air. ''Now take oft" the 
wings of your bird and they will be little balls 
again. Roll them to me, and we will let the 
yellow balls wander. Find other yellow things 
about the room. What have you seen that is 
yellow? Count the yellow balls." 

If in private work the kindergartner finds 
herself with children five years old it may be 
better to use the more mature game of fruit sell- 
ing. A bunch of balls is held up and the chil- 
dren allowed to name each one, as, red cherries, 
yellow lemons, green a})ples, etc., these an- 
swers being drawn from the children. Then 
a child goes down between the tables or around 
the circle to sell the fruit, singing alone or 
with the teacher : — 

Cherries ripe, cherries ripe, 
Who will buy my t-herries ripe? 
and is answered by the children singing : — 
Cheri-ies ripe, cherries ripe. 
We will buy your cheri-ies ripe. 

Meanwhile they liold out their hands to re- 
ceive the ball, which the child gives to any one 
he pleases ; the one who receives the ball holds 
it up and then puts it out of sight. An orange 
ball is sold by another child in the same way 
as he sings : — 



Oranges ripe, oranges ripe. 
Who will buy my oraijges ripe? 

A yellow ball can represent lemons, with the 
song, "Lemons ripe," etc., a green ball being 
used for apples, while the group is singing "Ap- 
ples green," and so on. Then some child is 
sent to ask for the red ball, another for the 
orange, another for the yellow, etc. This ex- 
ercise trains the attention and memory and 
teaches the children to make comparisons. For 
example : The red ball is like the cherry, the 
orange ball is like an orange, the yellow like a 
bird, the green like the leaves. 

Repeat these games and let each child have 
several counters for money, and come ahd buy 
a ball of the same color as the money. Or 
for an occupation to develop color, hold the balls 
before the children and let them each select the 
color they like best. After making a choice 
give them a piece of paper of that color, also a 
needle and thread. Ask them to hold the 
bright face of the j^aper toward them and put 
the needle right through the middle ; then give 
each child a straw and tell them to put their 
needle through the hole, then through another 
piece of paper, and so on until a long chain is 
made. These may be used for necklaces, or 
dicorations for the room, etc. 

For the older children the l)alls maj' be placed 
in a circle on the table and a game of hiding the 
balls played. Let some child close his eyes, 
and when a ball is taken away, have the chil- 
di'en sing : — 

Now teli little playmate, 
Who has gone from our ring ; 
And if you guess rightly. 
We'll clap as we sing. 

If the child can tell on opening his eyes which 
ball is missing, whether the red, orange, violet, 
etc., the children clap their hands, at the same 
time singing, la-la-la. This game can be in- 
troduced by playing with a group of six chil- 
dren instead of six balls, and is afterward 
played with all the children in the ring. 

The l)alls may be different flowers and the 
table a garden. Interest the children by show- 
ing them some real flowers, and talking about 
them. Ask the children if they can name the 
flowers, then suggest the idea that they use the 
balls for flowers, and the table for a garden 
and have just such pretty flowers growing in 
their beds. 

Gather the balls in a bunch and holding tlie'u 
up ask whichthey will use for geraniums, which 



PARADISE OF CHILDHOOD. 



83 



for marigolds, wliich for yellow roses, green 
buds, forget-me-nots and violets, letting each 
child pick out the tlower and the ball corre- 
sponding to it in color. 

Give each child the choice of the flower 
which he would like in his garden and if the 
smaller children canirot tell it by the name, 
have them point it out among the real flowers. 
Let their hands be used as a cover for the 
flowers and when they have placed them on 
the table with the palms downward, suggest 
that they go to sleep, as the little flowers when 
planted in their beds will want to sleep soundly 
until it is warm enough to throw off their covers 
and creep out. The children may then see if 
they have in their garden the kind of flower 
which they have chosen. 

When all eyes are closed place the ball which 
is the color of the flower chosen under their 
hands. While the little plants are kept snug 
and warm have the children make a little rain 
shower with the other hand. Down the rain- 
drops gently patter, whispering to the sleeping 
flowers that it is time to awaken from their long 
nap. "Let us see if the violets in our gar- 
dens have heard the gentle call of the rain drops 
and are going to creep out." Hold up the real 
violet that the sense impression of violet may 
accompany the words. And presently the vio- 
let balls begin to throw off their covers and 
peep out and with the string held close to the 
ball are slowly raised while the teacher sings : — 

Oh, lovely little violet, 
I pruy you, tell me, dear. 

Why you ;ip])ear so early, 
Ere other flowers are here. 

The children with the violet balls answer : — 

Because I am so tiny, 

In eai'ly May come I, 
K I come witli the others, 
I fear you'd i)ass me hj. 

(Miss Jenks "Song and Games.") 
When all the violets are in bloom let them 
bend and nod and whisper to each other, while 
the sunbeams speak to the other flowers. 

Some child is chosen for the sunbeam, and 
flits from flower to flower, touching them softly 
and as they awaken one by one, the real flowers 
are held up that the balls may peep out and 
grow up in the same way as before. If some 
are still sleeping another child is chosen for 
the sunbeam, and when the garden is full of 
flowers ask the children if they would like to 
make them into bouquets. Have one child take 



his violet and find all its little sisters and make 
a bouquet of violets. Another child is chosen 
to secure a bunch of marigolds ; and when the 
roses, buds, geraniums, and forget-me-nots are 
all gathered the game ma}' be repeated. This 
time, however, have all the flowers bloom out 
together, and as they are growing up, sing the 
second verse of ' 'The Little Plant" from Emilie 
Poulsson's Finger Plays. 

Choose different children to gather the flow- 
ers this time, and make them into a wreath. 
Ask the children for the different flowers and 
as the balls are handed to you one by one, 
open the double string and loop it over the next 
ball and so on until the wreath is complete. 
One advantage of introducing more than one 
game is that of giving the children the favor 
of choosing. This should be done impartially 
and the dull, inactive children should be drawn 
out in the same wa,y. The teacher should gen- 
tly insist on their choosing, and the feeling 
that their choice guides the play of the others 
draws them out of their isolation into the sun- 
shine of companionslnp. These little things in 
the hands of a skilled kindergartner who is 
working from the standpoint of the child to de- 
velop his whole being, may prevent much that 
is morbid and harmful. The ball is to him a 
bird, a flower, sometimes it tells one story to 
the child and sometimes another ; it is a living, 
cherished playfellow, and gradually its quali- 
ties are mastered and found in other things. 
Thus the ball becomes a starting point for a 
vigorous and wholesome exercise of memory 
and imagination, and the insight of the child 
is quickened and extended. 

FORM. 
Call attention to the roundness of the ball 
by saying : — 

Look at the ball from left to right. 
You'll see the same appearance quite; 

'Tis round, and turn it as you will 
You'll see the same appearance still. 

Have the children go through the movements 
and then ask them to name other round objects. 
A suitable story or song may be brought in. 
The ball being an unseparated whole, conveys 
the idea of unity, and may represent the world, 
an apple, a wheel, bird's nest, etc. 

Although form is very little emphasized in this 
gift, the child's observation is gained by calling- 
attention to its shape and color, and his activity 
called forth by simple exercises, while his moral 



84 



QUARTER CENTURY EDITION 



faculty is being dcvelopcHl, and liis intoliigenco 
opened to eonii)iehend the Itnv underlyiuo' all 
life as it exists externally, namely, that all 
the diversity of external phenomena returns to 
and rests in that "which is itself a complete 
whole. 

MOTION. 

No other quality appeals more stronolv to 
young children than motion, which is one of the 
chief characteristics of this gift. While ever}^ 
muscle receives exercise and strength, force 
and energy are developed, and with the abun- 
dance of matter Avhieh comes under the notice 
of the kindergartner it Avill be easy for her to 
introduce new observaticMis. AViud the string 
around the ball and roll one to each child and 
let the children tell the color as the ball rolls. 
' ' What did the balls do ?" They rolled. - AVould 
3^ou like to hear a song about rolling ?" 

Roll over, come back here 

So merrj^ ami free, 

My playfellow dear 

Who ^iliares in my glee. 
Let the children on one side loll to the chil- 
dren ou the other or place the hands a foot and 
a half apart and tlu'ow the ball from one to the 
other, singing ;— 

The ball desires to waiuier. 

To fly across tovonder 

IMglU, loft— rigiit. left. 
Regulate the rolling by the motion of [hv 
hand or by the rhythm of the song. At the 
end of the exercise let the children play the 
balls are marbles and roll doAvu the length of 
the table, telling the color of the one they hit. 
Roll again, this time at word of conunand : 
"One, two, three, roll !" Vary the counting in 
order to exercise and dt^velop attention, and 
let each child roll t<^ counting, as this exercise 
results in training the hand and c^'C, and also 
develops coloi- as well as attention. 

Let the child take the ball in l>oth hands and 
drop it into the hands of the next child, held 
together to receive it. Sing from ]Miss Jenk's 
book : — 

Little l)all, pass along, 
Slyl}' ou your way : 

While we sing a merry song, 
You must neyer stay, 

"Till at last the song is done, 
Then we'll try to tiud 

In what pair of little hands, 
You've been leftbehiml. 

Older children may pass the ball by taking 
it in one hand, passing it to the other and fi'om 
that placing it iu the nearest hand of the next 



child, who repeats the same movements. These 
movements require care and attention and pro- 
vide good exercise, but are too hard for very 
young children ; for if they are attempted they 
should be done exactly right, as indeed should 
every exercise in the kindergarten. Accuracy 
rightly developed does not interfere with the 
spirit of play which should be kept. Children 
love to do things accurately if the requirement 
is suited to their capacity, and the kindergart- 
ner has the right spirit. This exactness in little 
things lays the foundation for habits that arc 
of great value. 

Let the balls hop from one hantl (the nest) 
upon the table and sing, "Hopping Birds." 
Teach direction by showing liow Ave make the 
ball sink and rise. ''IIoav does it go?" Ask 
the children to tell something that moves up 
and down, as elevator, Avindow. curtain, etc.^ 
and sing : — 

Ball is siid<iug downward, 

Tkisiug up again. 

Sinking, rising. 

See how the ball sinks and rises. 
— or — 

My ball comes up to meet me. 

Then down it goes so fleetly 
In the air, oh, hurrah ! 
In the air, oh, hurrah ! 
Hold the ball in one luuul, so that the string 
makes a vertical line. Notice things in the 
room Avhose position is upright, legs of piano, 
edge of door, etc. 

Tell the children about carrier pigeons, hoAv 
they carry letters tied under their Avings. Not 
a Avhole bag full, like the postnntn, but just one. 
Some one ties it under the Aving and tlien they 
tlv up high and go a long Avay and take it to the 
right place. Before this exercise let the chil- 
dren play "See our pretty birdie fly," in the 
ring and let them uoav play this with their balls. 
Let the ball fly in the air and then alight on 
the table before them. "What kind of a bird 
is it?" Robin Redbreast, Oriole, Canary, Par- 
rot, Bluebird, according to color. Sing: "Lit- 
tle bird, you are Avelcome." Let the balls of 
all colors fly up and then come to rest. Make 
a lu^st Avith both hands and sing : — 
I'p, up iu the sky the little l)irds fly. 
Down, down in "tlie nest, the little birds rest. 
With a wing ou the left and a Aving on the right. 
These dear little birdies are all safe for the uiglit. 

Recall songs of previous exercises, and let 
the children choose Avhich they like. Notice 
Avhat they choose and develop conversation 
through songs and games. Ask the children 



PAJiADISE OF CHlLJJlIOOl). 



85 



how else or in what otlier direction the balls 
move. Introduce ])ack and front nioviMiient, sing- 
ing "Tiio Pendulinn," and let the cliildi'cii j>lay 
it. Ask them to show you with their l»alLs how 
the clock goes. ""What does it say?" Tick, 
tack. "'Would you like to sing about theclock ?" 
Teach and sing : "Come and see" or "To and 
Fro,"the children singing "tick, tack," only, if 
they cannot sing words readily. "Can you make 
your arms go like the pendulum? Let us make 
our arms go to the right, tick — to tlie left, 
tack, etc. Now make the balls swing right, 
left, tick, tack. Hold the string fi-oni left to 
right. How does the edge of the table go ?" Left 
to right. Froebel says : "Direction should be 
rooted in motion." That is, the vertical move- 
ment should precede the vertical line and the 
horizontal movement the horizontal line. 

Now bring out front and Itack movement and 
sing :— 

Now ball swin^ to and fro. 
More gciitl)', soft and slow. 
But far away, you cannot stay 
While swinjjjing to and fro. 
— or — 
Bini bom, bim bom. 
So the hells swing in the steeple. 
Call to church the kind good people. 
Bim bom, bim bom, bim bom. 

Let the children merely sing "Bim, bom." 
*'Canyou make your arm go like the bell ? What 
kind of l)ells have you heard ? What do the 
great church bells say ?" Hold the ball in one 
hand and the end of the string in the other. 
"How does the string go?" Back and front. 

Ask the childi-en if they would like their balls 
to go round and round. Sing "Round and 
round it goes," repeating the first line of the 
mill wheel in Mrs. Hul)bard's book and swing 
the ball round and round by the string, play- 
ing the balls are mill wheels. If the time has 
come to put the balls away sing : — 
And now 'tis time to rest, 
You've done your very best. 



Go sleep dear ball till next I call ! 
For now 'tis time to rest. 

As the ball swings round and round it may 
represent the windmill. And in this way the 
kindergartncr nuiy bring in the action of the 
wind. Ask the children to show with the 
balls and their hands the kind of work whicii 
tlie wind does. 

J^et them represent the trees, with the hands 
raised above tlie head and a swaying motion 
of arms and hands for tlie branches, which wave 
and bend as the wind blows. 

Suggest that they show how the wind rocks 
the bird's nest, which may 1)e built high up in 
the tree-tojis where the little })irds may come. 

Let them choose which kind of a l)ird they 
would like in their nest, then with the fingers 
curved upward to form the nest swing the balls 
one by one into their hands ; then let tlie wind 
gently rock the tree-tops from side to side by 
a swaying movement of the hand from right to 
left, the ball being held in the center of one 
hand while singing from Mrs. Hailmann's 
songs : — 

In the tall branch of the tree-toj) 
There's a nest snu^ and warm. 
In it lies a little birdie, 

Safe in sunshine and In storm, etc. 

Let them show how the wind plays with the 
leaves, howMt moves the l)oats across the water 
when the waves are high, how it sails the kites, 
how it ])lows the clothes on the line, repre- 
senting each movement with the ball h(dd in 
the hand. AVlien acting in unison, the children 
will feel the harmony of a movement more 
strongly, then when acting separately ; then 
they enjoy robing the ball from one to the 
other, throwing it up in the air, against the 
ground or wall and catching it, or by throwing 
it backward and forward to each other. These 
few hints will sudice to enable one to invent 
new ])lays and make suitable variations of 
those here given. 



THE SECOND GIFT. 




The Second Gift consists of a sphere, a 
cxihe and a ci/Iinder. 
These the teacher 
places upon the 
table, together with 
a rubber ball, and 
asks : — 

"Which of these 
three objects looks 
most like the ball?" 

The children will ;^_ 

certainly point out ~^^ ~ .-, -^»^i^=^ 

the sphere, but, of course, without giving 
its name. 

"Of W'hat is it made?" the teacher asks, 
placing it in the hand of some pupil or rolling 
it across the table. 

The ansAver will doubtless be, "Of w^ood." 
"So we might call the object a tvooden ball. 
But we will give it another name. We will 
call it a sphere." 

Each child must here be taught to pronounce 
the word, enunciating each sound very dis- 
tinctly. The ball and sphere are then further 
compared with each other as to material, color, 
weight, etc., to find their similarities and dis- 
similarities. Both are round; both roll. The 
ball is soft ; the sphere is hard. The ball is 
light ; the sphere is heary. The sphere makes 
a louder noise when it falls from the table than 
the ball. The ball rebounds when it is thrown 
upon the floor ; the sphere does not. All 
these answers are drawn out from the pupils by 
suitable experiments and questions and every- 
one is required to repeat each sentence when 
fully explained. 

The children then form a circle, and the 
teacher rolls the sphere to one of them, asking 
the child to stop it with both his feet. This 
child then takes his place in the centei", and 
rolls the sphere to another one, who again 
stops it with his feet, and so on, until all the 
children have in turn taken their place in the 
center of the circle. At another time, the 
children may sit in two rows upon the floor, 
facing each other. A white and a black sphere 
are then given to the heads of the rows who 
exchange by rolling them across to each other. 
Then the spheres are rolled across obliquely 
to the second individuals in the rows. These 



exchange as before, and then roll the spheres 
to those who sit third, and so on until they 
have passed throughout the lines and back 
again to the head. Both spheres should be 
rolling at the same instant, wiiich can be ef- 
fected only by counting or when time is kept 
to accompanying music. 

Another variety of play in the use of this 
gift consists in placing the rubber ball at a 
distance on the floor, and letting each child, in 
turn, attempt to hit it Avith the sphere. 

For the purpose of further instruction, the 
sphere, cube, and cylinder are again placed 
upon the table, and the children are asked 
to discover and designate the points of re- 
semblance and difference in the first two. 
They will find, on examination, that both are 
made of wood, and of the same color; but 
the sphere can roll, w'hile the cube cannot. 
Inquii-e the cause for this difference, and the 
answer will, most likely, be either, "The sphere 
is round," or "The cube has corners." 

"How many corners has the cube?'.' The 
children count them, and reply, "Elight." 

"If I put my finger on one of these corners, 
and let it glide down to the corner below it, 
(thus,) my finger has passed along an edge of 
the cube. How many such edges can we count 
on this cube ? I will let my finger glide over 
the edges, one after the other, and you may 
count." 

"One, two, three, 12." 

"Our cube, then, has eight corners, and 
twelve edges. I will now show you four cor- 
ners and four edges, and say that this part of 
the cube, which is contained between these four 
corners and four edges, is called a side of the 
cube. Count how many sides the cube has." 

"One, two, three, four, five, six." 

"Are these sides all alike, or is one small 
and another large?" "They are all alike." 

"Then w^e may say that our cube has six 
sides, all alike, and that each side has four 
edges, all alike. Each of these sides of the 
cube is called a square." 

To explain the cylinder, a conversation like 
the following may take place. It will be ob- 
served that instruction is here given mainly by 
comparison, which is, in fact, the only philo- 
sophical method. 



PARADISE OF CHILDHOOD. 



87 



The sphere, cube, and cylinder are placed 
together as before, in the presence of the chil- 
dren. They readily recognize and name the 
first two, but are in doubt about the third, 
whether it is a barrel or a wheel. They may 
be suffered to indulge their fancy for awhile 
in finding a name for it, but are, at last, told 
that it is a cylinder, and are taught to pro- 
nounce the word distinctly and accurately. 

"What do you see on the cyliuder which you 
also see on the cube?" "The cylinder has two 
sides." "Are the sides square, like those of 
the cube?" "They are not," 

"But the cylinder can stand on these sides 
just as the cube can. Let us see if it cannot 
roll, too, as the sphere does. Yes ! it rolls ; 
but not like the sphere, for it can roll only in 
two ways, while the sphere can roll any way. 
So, you see, the sphere, cube, and cylinder are 
alike in some respects, anddift'erent in others. 
Can you tell me in what respects they are just 
alike ?" 

"They are made of wood ; are smooth ; are 
of the same color ; are heavy ; make a loud 
noise when they fall on the floor." 

These answers must be drawn out by ex- 
periments with the objects, and by questions, 
logically put, so as to lead to these results as 
natural conclusions. The exercise may be con- 
tinued, if desirable, by asking the children to 
name objects which look like the sphere, cube, 
or cylinder. The edge of a cube may also be 
explained as representing a straight line. The 



point where two or three lines or edges meet 
is called a corner ; the inner point of a corner 
is an angle, of which each side, or square, of 
the cube has four. To sum up what has al- 
ready been taught : The cube has six sides, 
or squares, all alike ; eight corners and twelve 
edges ; and each side of the cube has four 
edges, all alike ; four corners, and four angles. 

The sphere, cube, and cylinder, when sus- 
pended by a double thread, can be made to 
rotate around themselves, for the purpose of 
showing that the sphere appears the same in 
form in whatever manner we look at it ; that 
the cube when rotating, (suspended at the 
center of one of its sides,) shows the form 
of the c^dinder ; and that the cylinder, when 
rotating, (suspended at the center of its round 
side,) presents the appearance of a sphere. 

Thus, there is, as it were, an inner triunity 
in these three objects — sphere contained in 
cylinder, and cylinder in cube, the cylinder 
forming the mediation between the two others, 
or the transition from one to the other. Al- 
though the child may not be told, the teacher 
may think, in this connection, of the natural 
law, according to which the fruit is contained 
in the flower, the flower is hidden in the bud. 

Suspended at other points, cylinder and cube 
present other forms, all of which are interest- 
ing for the children to look at, and can be 
made instructive to their young minds, if ac- 
companied by apt conversation on the part of 
the teacher. 



EDITOR'S NOTES. 



The second gift consists of a box containing 
a sphere, a cube with staples, and a cylinder, 
together with sticks and an additional perfectly 
plain cube. It fulfills a varied and valuable 
office in child education and has an individuality 
M^e did not find in the first gift, since each form 
is distinct from and unlike the others. 

Its strongest educational value consists in 
the fact that it represents the fundamental 
forms of the universe. The ball is the sym- 
bol of the earth, the sun, the moon and all the 
heavenly Ijodies. The cube symbolizes the min- 
eral kingdom, and connecting these is the cyl- 
inder, which is the prevailing type of animal 
and vegetable life. 

We find the sphere of this gift resembles the 
soft ball in form, and in many things which 



the ball can do, but it has additional powers ; 
it can speak to us and is permanent in form 
and material. 

Of this gift every child should have a full 
set, and as the sphere, cube and cylinder form 
a whole, they should be presented as a whole 
to the child, though in the beginning they 
may be given to him singl3\ The ball is first 
offered him. The child recognizes his old 
playfellow and his first thought will be that he 
has another ball, because the similar form will 
attract his attention. 

This is right and will be found to be one of 
the principles in Froebel's system. A similar- 
ity with the pre\'ious steps may always be ob- 
served, and this gives each new step the claim 
of an old friend, enlisting feeling as weU as 



QUARTER, CENTTIRY EDITION 



tlioiifiiit, while prescntin*! sonu'thiiig in advance. 
The child will at once perceive, however, 
that the spheres looks, feels and sounds dif- 
ferently ; that it I'esists liis<2,'rasp althoiii>li the 
woolen oall yielded to it. Jniine(li;itely he be- 
t>ins to make coiiiparisoiis. The new ball will 
l»e found, unlike^ the previous one, to be capa- 
ble of niakino- u noise on the table, and this 
should not be rei)i'essed too nuieh. Children 
like to hear sounds, as they like to see and 
handle thin<>;s ; and although we have learned to 
disei'iniinatci between noise and music, we must 
I'ememlx'r that children delight in noise for its 
own sak(^ until they are led thi'ough it to I'hyth- 
mical sounds and lalei- to music ; so a little 
noise on the tal)le with the sphere is legitimate 
if it is not aimless. 

THE SPIIKIJE. 

The gift may be introduced by asking the 
children to close their eyes and placing a sphere 
in each child's hand ask for a description be- 
fore they open their e3'es. "Wh:it is it like?" 
'TIow does it feel?" (Jive them a ball of tiie 
fust gift and let them tell about both without 
opening iJie eyes. Tiien ask them to opt-n their 
eyenanil tt'll what they see. '■'•Why ! tiiatisa 
ball, too." Tiue enough, but not like the other 
ball, so let us llnd out what tlu; difference is. 

Lead the children to experiment with the 
sphere, play with it and tell you what they dis- 
covi'r. They will tell you that the sphere will 
roll, toss, swing, sind that- it does not easily stiind 
still. (Jive them hard and soft spheres, smooth 
and rough spiiert's, si)heres of different sizes 
and coloi-s and draw out their c()m|)aiisons. 

After the children have made their discoveries 
and comparisons let theiu look about the room 
for similar forms, and also ask them to bring 
similar forma from home. These lessons on 
solid forms give scope for much genei'al in- 
formation. Little talks about the wootl, whei'c 
it conu's from, etc., niay become a part of the 
work, suggesting many pretty songs. 

If the three forms are brought out at one time 
they may be called three little friends who live 
together in a long, brown house, which is just 
large enough for tiiem to get inside, each in his 
own place and close the door. 

Ask (piestions todevel()[) thechildren's ideas ; 
who these people are, what they are like, what 
they can do, and soon. Then bring the spiiere 
from the box. Tlu> first tiling the children will 



want to do is to pouixl or make a noise. Do 
not restrain the action but as one kindergiirtner 
suggests, play concert, be their Iiandmaster 
and count for them. "All lift up the balls, 
one — two — knock ; one — two — three — knock," 
and so on, putting a delinite thought intx^ :ui 
indelinite action. 

Ask the children what they have played with 
the soft balls. Repeat the games as the chil- 
dren name them, until they have thought of 
what they played, and ])lay these games with 
the sphere. 

Their imagination changes the si)here into 
many new things. It is the carpenter's 
hammer or the blacksmith's sledge. It is a 
swift horse or a capeiing dog; not now so 
often the tiny bird, but something with more 
strength and vigor, yet still full of life and 
activity. 

Let a sphere run to Robbie; now one to 
Mary. IJring out the fact that it goes over and 
over and rolls beciuise it is round. After having 
given frequent illustrations of the roundness of 
the ball the name sphere is introduced. Ask 
the children to name something tluit goes I'ound 
and round, and let them spin, roll and swing 
the sphere. Notice that "in every place, it 
always shows its one curved face." Let the 
sphere sw'ing fi-om left to right, repenting the 
exercise the cliildicn h:id with the ball of the 
lirst gift. 

(Jive spheres to the children who are sit ting of 
one side of the table to roll to those on the 
other side, while they all sing, "Roll over, 
come back here, so merry and free ;" or "One, 
two, three, i-oll." Repeat the songs, letting 
some have the hai'd and some have the soft 
balls, exchanging them so that each may have 
both kinds. At the end of the exercise coni- 
jiare the two, thus bringing out the (luality of 
sonorousness. 

They lind in this gift something that speaks 
to them, foi- after the motion of an object the 
sound which it makes is next noticed and it is 
this (piality which gives itss()ecial charm to the 
sphere. To bring out sound especially, tap the 
soft ball on the table and let some child answer 
good morning to it and guess who it is ; then 
tap the hard ball and let another child ansM'er 
this time, and guess who it is; knock in dif- 
ferent })arts of the room, on different articles. 

To connect the two gifts sing, while hold- 
ing the soft ball by the string: — 



PARADISE OF CHILDHOOD. 



89 



Here's a little kittj^, 

Going round and round ; 
She has cushions on her feet, 

And never makes a sound. 
With the hard ball sing : — 

Here's a little pony, 

Trotting round and round ; 
He has hoofs upon his feet. 

And stamps upon the gi'ound. 

Let the children roll in turn a soft ball and 
the sphere to hit another ball at the end of the 
table. It will be enough for very little chil- 
dren to get an experience of the difference in 
the rolling of the two balls. Older children 
should be led to see and tell you that it is be- 
cause the sphere is hard that it rolls l)etter 
than the ball. This will make a foundation 
for the understanding of resistance when they 
study physics. Let the children come to you 
and roll the sphere in a plate. Sing for them 
''Round I roll when in a plate," then let them 
roll it along the length of the table and sing : — 
Xow along the table straight. 
When I rest, or roll or fall. 
Always I'm your little ball. 

The spheres can be nuts for the tree and so 
connected with the winter fireside or the Christ- 
mas time. A little skill keeps up the connec- 
tion with the special season of the year and 
with the previous work. 

In playing the "Fruit Game" substitute nuts 
for the fruit, as : — 

"Who will buy, who will buy, 
Who will buy our walnuts ripe?'" 

Let the children sell different kinds of nuts, 
and then try to find the buyer, which gives a 
test of memory, with no color to aid, although 
the children seldom fail to find them all. Repeat 
the games with ball and sphere sutticiently often 
to keep the connection. The number of times 
and amount of pleasure given by them will l)e 
in proportion to the interest and resources of 
the kindergartner. 

THE CUBE. 

After you have taught all you can from 
the sphere give each child the cube. Some 
one asks, '-Why not the cylinder, as it is more 
like the ball?" Because it is similar is just 
the reason it is not presented next. All knowl- 
edge is based on comparison, but a compari- 
son is not possible without differences and 
contrasts. The simplicity and unity which 
chai'acterize the sphere are replaced by variety 
and nudtiplicity in the cube, and the decided 



conti'ast between the two will give the child a 
clearer impression, so that when he receives 
the cube he will again make comparisons. 

Call for similarities first, differences after- 
ward. Both are hard, smooth, made of wood, 
and of the same color. Let each child try to 
roll the cube, and he will see it will stand firmly 
but cannot roll, although the sphere readily 
oljeyed the slighest impulse to move. The 
cube, standing solidly on one face refusing to 
roll or to yield to anything but force, opens 
a new world to him. It suggests big stones, and 
foundations for ground work. It is the type 
of the mineral world and possesses solidity and 
security. Hence in piling up the forms the 
child almost invariably places the cube at the 
bottom, needing no suggestion as to its proper 
position. 

In comparing the two, the child finds that 
the sphere has one round face, while the cul)e 
has many faces ; that the cube has edges and 
corners, which the ball has not ; the ball gives 
the idea of motion and the cube of rest ; the 
ball may be placed in a stationaiy position at 
any point, the cube will only i-est on its faces. 

Place a cube before each child near the front 
of the table, and ask the children how many 
faces they see ; of coarse they can only see the 
one directly under their eyes. Move the cube 
back and ask again. They will see two faces. 
Let them turn their heads a little and hold 
perfectly still. Ask once more and they will 
say three faces. Lead them to realize that 
they can only see three faces at one time. A 
large paper cube suspended in the room with 
opposite faces of different colors will help the 
children to appreciate this fact. Ask them to 
bring things into the kindergarten which are like 
the cube in form. 

Give each child six parquetr}^ papers, two of 
one color ; for instance, two red, two orange, 
two green. Make the face of the cube quite 
wet with a camel's hair brush and water, and 
let each child put on a red paper. Let him 
find the opposite side and put on the other red 
paper. Put on tlie orange and green in the 
same way, taking the faces in twos ; the upper 
and lower fii'st, then the front and back, then 
the right and left. If the child is too young to 
count the faces he will get an experience of 
many and opposite faces. The older children 
can count the faces without confusion, with the 
help of the opposite color, or they can roll the 



90 



QUARTER CEiNTURY EDITION 



sjjliere and mark with chalk each one of the six 
square, flat faces, as tliey And and count them. 

Let each cliikl roll one si)here in turn and try 
to strike the cube at the other end of the table. 
"•On what does the cube stand?" On one of 
its faces. Give the older children the name 
Hat face and curved face. "How many faces 
has the cube?" Six. "How many faces has 
the sphere?" One. "What kind of faces 
has the cube?" "What kind of a face has the 
sphere ?" Let each child come to you in turn 
and shutting his eyes, tell by feeling whether 
it is a curved or a flat face he is touching. 

In the games the peculiar characteristics of 
the sphere and cube ma}' be brought out by 
their movableness and steadfastness. The 
directions indicated tlirough motion in tlu' first 
gift are hei'e found to be permanent in the faces 
and edges of the cube, and are easily recognized. 

The cube may be a little house and the 
sphere a little boy who lives in it. Let the 
sphere I'un to this side of the house and knock, 
and now at this, and then this, and this,(foin' 
sides). Now we will put him on the top of 
the house. Then take the boy away and lift 
up the liouse to 11 nd one more side. Count the 
sides as you strike them. "What else can we 
And (m the cube?" liring out corners and 
edges by letting each child make a little dent 
on his hand with the corner of the cube, and 
a little crease with the edge. Ask the children 
if they can dent or crease their hands with the 
sphei'e. Ask them to sliow you all the coi-ners 
and edges tiiey can without counting. If the 
(children are very young or very backward give 
them a clear idea of corners by letting a child 
stand in the corner of the room, and give each 
chikl a little seed to put in the corner of his 
cube, then one for the opposite corner, and so 
on. The six sides, eight corners and twelve 
edges appear a world of study to the children 
and give the foundation for number work. 

Thus far the child has seen the cube in a 
state of rest. It will cause him more lively 
j)leasure to note the peculiarities of its free 
motions. Suspend the cube and ask how many 
faces the cube has. If one child can answer, 
let liim come up and spin the cube while the 
others sing to the air of "Be quiet dear cube," 
in INIrs. Hubbard's book : — 
My six, sipiare, flat faces arc ruiiniiio: away, 
And fliasiiif^ cu'li othci' aroiiml in their play. 
Come bark little faces, come hack and stand still, 
And now you may run oft" again if you will. 



The children call this singing the cube, and. 
the desire to come up and spin the cube stim- 
ulates them to make an effort to remember the 
ninnber of faces. If there is time finish with 
a rolling exercise. This dialogue between the 
cube and the child may be simg for many 
exercises until the number and kind of faces 
are firmly fixed. Those children who do not 
spin the culjc may roll two spheres along the 
table to hit the cul)e. 

When the number of faces are fixed, the 
corners may be simg to the same tune : — 
My eight little corners are running away, 
And chasing each other around in their jday. 
Come hack little eorners,eonie hack and standstill, 
And then you may run ott'again if you will. 

Tills rolling may be used for several lessons 
until the children are sure of the number of 
corners, then the edges may be brought out by 
singing, "My twelve little edges are running 
away," etc. 

While the spliere always presents one and 
the same a])pearance, the cul)e shows a marked 
difference of form with each movement. If a 
string is fastened to one corner or tiie middle 
of any edge and the cube is twirled, it has the 
appearance, viewed from the side, of a double. 
cone, or, as the children woitld call it, a top. 
When looked down upon, its edges and cor- 
ners seem to slip away and we see a point in 
the center surrounded l>y a circle. When 
whirled from the center of a face the cylin- 
(ii'ical form is shown, Avith a shadoAvy circle out- 
side. All these peculiarities will be brought 
out tmder the child's notice while playing with 
the cube. 

THE CYLINDER. 

When the wonder and pleasure of th(^ cube 
have been indulgi'd in long enough, add the 
cylinder, or as the children call it, the "roller." 
"What can the si)here do?" "What can the 
cube do?" "Did you ever see nnything that 
could roll and stand too?" Bring out the cyl- 
inder. It may be introduced as a cousin. Roll 
one to each child and let him tell wherein the 
cylinder resembles its cousins. This form will 
also make a noise and is in color like the sphere 
and cube. It will roll like the ball because it 
has one round face ; it will stand or rest like 
the cube because it has flat faces. AVhile the 
ball rests on a point, and the cube on a face, 
tlie cylinder can rest either on a face or a line. 
'I'lic cylinder has two curved edges, but no 



PARADISE OF CHILDHOOD. 



91 



corners. Let the children show faces and 
edges. Roll it and then let it stand. Count 
one, two, three, and let each child roll his cyl- 
inder to you. Notice flat and curved faces. 
Let the children show you a flat face — a curved 
face. ' 'How many flat faces are there ':"' "IIow 
many curved faces?" "Can you put your lin- 
ger along a line on the curved face?" The 
outlines of the flat faces form cii'cles. If the 
linger is passed around the curved face a circle 
is made, but by passing it up and down Ave get 
a straight line. 

Let each child have a sphen; to comi):i]'e with 
the cylinder. "Can you lind a straight line on 
tiie sphere's curved face?" Suggest tluvt he 
close his eyes, and taking his finger see if he 
can tell whether he is touciiing the sphere's 
curved face, or the cylinder's curved face. 
Let each child in turn roll the cylinder and ))all 
to hit the cube. Ask the children to bring things 
from home like the cylinder, and to tell all the 
reasons why it is a cylinder ; also when they 
bring anything like the si)here and cube to tell 
why it is a sphere or a cube. 

Let the children come to you and find things 
among those they have brought, or that you 
liave collected, that look like the sphere, the 
culje or the cylinder; also let the older chil- 
dren tell you what they can sec from the win- 
dow that is like either of these forms. 

As soon as the child becomes familiar with 
these forms they will l)ecome to him types of 
the life ai-ound him. He is very quick to ob- 
serve how everything can be classified under 
one of tiiese three forms ; thus tiie triune law 
of all growth is revealed to him, until gradually 
it dawns upon him that these objects are con- 
nected by having properties in common, and 
out of this feeling develops the perception of 
unity in the midst of diversity. As the cyl- 
inder seems to have been left in a somewhat 
isolated position, it is well to attract as much 
attention as possil)le to this object, a more ex- 
tensive use of which, will be brought out in 
the fifth gift B. 

The forms of the second gift are proAnded with 
staples in which strings may be inserted, and 
tiie object suspended by holding the ends of 
tiie string between the thumb and fingers. 
Twist the string, and let the child liold it while 
it revolves ; he will be delighted to see one form 
merge into another, and iinally come back to 
the first form. By holding ancnd in each hand, 



and skillfully pulling them apart, revolving the 
form as the string untwists, and then allowing 
the impetuo of the form to twist the string as 
it is slackened, so that liy repeating tiie oi)era- 
tion a rapid rotary motion may be juoduced, 
lirst in one direction and then in the other, 
curious semi-transparent shapes inay be seen 
wliicit will create an interest in geometrical 
forms. Tiie cube seems to changes into a cyl- 
inder, a double cone, or a cylinder and wheel ; 
the cylinder is a sphere within a sphere or a 
double cone in a sphere and wheel, and thus 
the child learns that things in motion seem very 
different from wiiat they really are. 8usi)end 
a (•ul)e from its face with a double string and 
spin it. "• How does the cube look now?" J^ike 
a cylinder or roller. "Now that it stops what 
does it look like?" Like the cul)e. "Now it 
spins again ; what does it look like?" Sing to 
the tune of "Buy a broom" : — 
Oil, ,«ay Mr, Cube what now ;ire you liidiiifj, 
\\ liut now are you hiding this nioriiiiig Iroin me? 
I'll let you go flying, and then I'll be spying. 
What it is you arc hiding this morning from mo. 
'Tis the roller! 'Tis the roller! 
'Tis the I'oUer youare hiding this morning from me. 

Let two children come up and spin tlie ball, 
singing, "Bound goes the ball, but in every 
place." Jjct two more come and spin the cube, 
singing, ''■Oh, say Mr. Cube what are you hid- 
ing ?" Let two more come and see what the 
roller hides. Sing : — 

Here the roller comes with its I'aees thrcu', 
la-la-la-la-ia. 

He is just ;is sober us he can be, 
la-la-la-la-la. 

But wlicii he is whirling, his faces grow thin, 

And show the little hard ball within, 
la-la-la-la-la-la-la-la-la-la-la. 
(This may be sung to "Vive la Conipanee," a eol- 
lege song.) 

If the cylinder is twirled from the middle 
of a curved face, a ball is seen with a shadowy 
lim around it. If twirled from the middle of 
a fiat face, a double cone ai)pears, when viewed 
from the side ; when looked down upon, a l)all 
flattened at the top, accompanied by a shadowy 
rim is seen. If tAvirled from the edge of a flat 
face :i cone appears from the side, a ball from 
above. Thus the ball is seen in the cylinder, 
the cylinder in the tabe, and the double cone in 
both cube and cylinder. This finding of one 
form within anothor brings out the unity of the 
second gift. 

Instead of using the double string arodmnv^ 
be passed througii the holes in tluM'ylinder and 



92 



QUARTER CENTURY EDITION 



cube. Have the rod bluntly pointed at both 
ends, and with one end on the table, hold the 
top end with the finger resting on it, and im- 
part a rotary motion to the form by impulses 
from the finger of tlie other hand. Several of 
these forms are shown in Figs. 1-5. 

Fig. 1, represents the cube with the axis 
through the center of opi)Osite faces. 

Fig". 2, the cube Avith tlie axis through diag- 
onally opposite corners. 



This gift proves most instructive if the sphere, 
cylinder and cube are given all at once. They 
may be placed side by side, or as in Fig. 6, 
producing a column, which arrangement is em- 
bodied in the two Froebel memorial stones. 



Fig. 1. Fig. 2. Fig. 3. 

Fig. 3, the cube as rotated on an axis pass- 
ing through the centers of two diagonally op- 
posite edges. 




Fig. 4. Fig. 5. 

Fig. 4, shows the cylinder as l)eing rotated 
on a rod perpendicular to the center of its natu- 
ral axis. 

Fig. 5, represents the rotating cylinder with 
the axis diagonally through from edge to edge. 
An interest in form inspired in this way, may 
lead to later investigation into the mysteries of 
the sciences, results of which eternity alone can 
measure. Do not make the child weary with this 
gift. Rolling the l)all and cylinder may alwavs 
be brought in to relieve monotony if necessary. 

A sequence of lessons on bread-making may 
be given, after the child has become familiar 
with various seeds and the processes of ]tlough- 
ing, planting, reaping, etc., until finally the 
baker makes the }>read ; the sphere, cube and 
cylinder playing their part as raindrops, store- 
house, seeds, ])longh, mill wheels, flour barrel, 
rolling pin and other well-known forms. 



Fig. 6. 

After the three forms have been enjoyed to- 
gether place them in the box which may be 
given to the children and much pleasure derived 
from its examination. The shape of the box 
will be noticed, and the different ways of plac- 
ing it, so that the length will be from back 
to front, from right to left, and up and down. 
But the height of joy is in the possession of 
such treasures as lie in the box. The friends 
he has known so intimately lie there together, 
the ball always at the "door end," as he calls 
it, of the l)ox, which should always l)e placed 
at the right hand, the cube at the left and the 
roller in the middle. The other cube with 
"something the matter with its corners" and 
its edges is such a study ; but it does not take 
the average child long to find that the little 
rattan in the box will just fit in the holes 
through the cube, or to notice that if he only 
had a string he could put it through the little 
"rings" that he sees. He makes one discovery 
after another, and when he finds that the two 
round sticks fit into the holes ( whicli were be- 
fore a mj'Stery) in the lid of the box, and that 
the square stick goes on the top of these, a new 
world is surely discovered by each little Col- 
umbus. The box may be fitted up with paper 
sails for a boat, loaded with cylinders for bar- 
rels, cubes for boxes of freight and spheres for 
fruit, or it may be loaded with different things, 
as seeds, plants, vegetables, etc., according 
to the season. 

The boxes may be turned down on the side 
as ovens, and the lids placed on the table as 



PARADISE OF CHILDHOOD. 



93 



kneading boards ; the perforated cube can jje 
used for a stove, witli a stick for the pipe ; the 
plain cube for the kitchen table ; the cylinder 
for a barrel of flour ; or by putting a round 
stick through the hole it may l)e used for a 
rolling pin ; the sphere may be a turkey or ap- 
ple dumplings ; other cubes may be used foi- 
bread, and cylinders for jelly rolls ; then when 
all are ready, put them in the oven for baking. 
In using the same form to represent different 
things in a play, do not fear that there will be 
any incongruity, provided the suggestion comes 
from the children, and the objects symbolized 
are closely related in thought, for the child's 
imagination is so free that he can clothe and 
re-clothe the same form with new life. The 
sense impressions which come from tracing re- 
semblances and differences, experimenting and 



handling, will give a familiarity with the forms 
and their relation to each other, which no ab- 
stract lesson on surfaces, edges and corners 
could afford. The windmills, water-wheels, 
steamboats, wagons, and engines conceived 
and run l)y unconscious inventors and master 
workmen — especially when one little fellow 
finds out something new he can do with his 
treasures, and imparts it to the eager group — 
are a marvel and joy to any real kindergartner. 
No such wealth of resources to cultivate imagi- 
nation and inspire confidence is found in any 
other gift as in this, which was an especial 
favorite with Froebel, and is so invaluable that 
no kindergartner who has once shared the de- 
light of the children in this gift for one year 
in the kindei-garten course, will ever be willing 
to do without a box for each child. 



THE THIRD GIFT. 



This consists of a cube divided into ei(j]it 
smaller one-inch cubes. 

A prominent desire in the mind of every 
child is to divide things, in order to examine 
the parts of Avliieh they consist. This uatnral 
instinct is observable at a very early period. 
The little one tries to change its toy by break- 
ing it, desirons of looking at its inside, and is 
sadly disappointed in finding itself incapable of 
reconstrncting the fragments. Frcfibel's Third 
Gift is fonnded on this observation. In it the 
child receives a wJiole, whose par^s he can 
easily separate., and j)iit together again at pleas- 
ure. Thns he is able to do that which he 
conld not in the case of the toys — restore to its 
original form tliat which was broken — making 
a perfect wliole. And not only this — he can 
nse the parts also for the constriLction of other 
icholes. 

The child's first plaything, or means of oc- 
cupation, was the ball. Next came the sphere, 
similar to, yet so different from the ball. Then 
followed ci(be and cylinder., both, in some points 
resembling the sphere, yet each having its 
own peculiarities, which distinguish it from 
the sphere and ball. The pupil, . in receiving the 
cube, divisible into eight smaller cubes, meets 
with fi-iends, and is delighted at the multipli- 
city of the gift. Each of the eight parts is 
precisely like the whole, except in point of 
size, and the child is immediately struck with 
this quality of his first toy for hnilding par- 
poses. By simply looking at this gift, the pu- 
pil receives the ideas of tchole and jxirt — of 
form and comparative size ; and by dividing 
the cube, is impressed with the relation of one 
part to another in regard to position and order 
of movements, thus learning readily to com- 
prehend the use of such terms as above, below, 
before, behind, right, left, etc., etc. 

AVith this and all the following gifts, we 
produce what Fnx'bel calls /o/-?Jt.s- of life, forms 
of knowledge, and forms of beaidjj. 

The first are representations of objects 
which actually exist, and wl^ich come under 
our common observation, as the works of hu- 
man skill and art. The second are such as 
afford instruction relative to nvmber, order, 
proportion, etc. The third are figures repre- 
senting only ideal forms, yet so regularly con- 



structed as to present perfect models of sym- 
m£try and order in the aiTangement of the 
parts. Thus in the occupations connected 
with the use of these simple building blocks, 
the child is led into the living world — theie 
iirst to take notice of objects by comparison ; 
then to learn something of their properties by 
induction, and lastly, to gather into his soul 
a love and desire for the beautiful by the con- 
templation of those forms which are regular 
and symmetrical. 

THE PRESENTATION OF THE 
THIRD GIFT. 

The children having taken their usual seats, 
the teacher addresses them as follows : — 

"To-day, we have something new to play 
with." 

Opening the package and displaying the 
box, he does not at once gratify theii' curi- 
osity by showing them what it contains, but 
commences by asking the question : — 

"Which one of the three objects we played 
with yesterday does this box look like ?" 

They answer readily, "The cube." 

"Describe the box as the cube has been 
described, with regard to its sides, edges, 
corners, etc." 

When this has been satisfactoril}^ done, the 
l)ox is placed inverted upon the table and the 
cover removed by drawing it out, which will 
allow the cubes to stand on the table. Lift- 
ing the box carefully', so that the contents 
may remain entire as in Fig. 1, the teacher 
asks : — 

"What do you see now?" 

The answer is as before, "A cube." 




Fig. 1. 
One of the scholars is told to push it across 
the table. In so doing, the parts will be likely 
to become separated, and that which Avas pre- 
viously whole will lie before them in frag- 
ments. The children are permitted to ex- 
amine the small cubes ; and after each one of 
them has had one in bis hand, the eight cubes 
are returned to the teacher who remarks : — 



PARADISE OF CHILDH0(3D. 



95 



"Children, as we have broken the thing, we 
must try to mend it. Let us see if we can put 
it together as it was before." 

This having been done, the boxes are tlien 
distril)uted among the children, and they are 
practiced in removing the covers, and taking 
out the cube without destroying its unity. 
They will find it difficult at first, and there 
will be many failures. But let them continue 
to try until some, at least, have succeeded, 
and then proceed to another occupation. 
PREPARATION FOR CONSTRUCTING 
FORMS. 

The surface of the tables is covered with a 
net work of lines, forming squares of one-inch. 
A space including a definite number of squares 
is allotted to each pupil. In these first conver- 
sational lessons, the children must be taught 
to point out the right upper corner of their 
table space, the left upper, the right and left 
lower, the upper and lower edges, the right 
and left edges, and the center. With little 
staffs, or sticks cut at convenient lengths, they 
may indicate direction, by laying them upon 
the table in a line from left to right, covering 
the center of the space, or extending them 
from the right upper to the left lower edge 
covering the center ; then from the middle of 
the upper edge to the middle of the lower edge, 
and so on. The teacher must be careful to use 
terms that can be easily comprehended, and 
avoid changing them in such a w'ay as to pro- 
duce any ambiguity in the mind of the child. 

Here, as in the more advanced exercises, 
everything should be done with a great deal 
of precision. The children must understand 
that order and regularity in all the perform- 
ances are of the utmost importance. The 
following will serve as an illustration of the 
method : The children having received the 
boxes, they are required to place them exactly 
in the center of their spaces, so as to cover 
four squares. Then take hold of the box wdth 
the right hand and inverting it upon the table 
remove the cover with the left hand by draw- 
ing it out from beneath. The right hand is 
used to raise the box carefully from its place 
and eight small cubes will stand in the center 
of the space forming one large cube. Lastly 
the cover is placed in the box and the box 
placed in tlie upper corner of the space allotted 
to the child. 

At the close of any play, when the materials 
are to be returned to the teacher, the same 



minuteness of detail must be observed as fol- 
lows : — 

Replace the box over the cubes, and draw 
toward the edge of the table ; then slip the 
cover beneath, reverse the box and replace 
the cover. 

These are processes which must be repeated 
many times before the scholar can acquire ex- 
pertness. 

FORMS OF LIFE. 

The boxes being opened as directed, and 
the cubes upon the center squares — in each 
space — the question is asked : — 

"How many little cubes are there ?" "Eight." 

"Count them, placing them in a row from 
left to right," (or from right to left). 

"What is that?" "A row of cubes." 






















Fig. 2. 
It may bear any appropriate name which 
the children give it — as "a train of cars," "a 
company of soldiers," "a fence," etc. 

"Now count your cubes once more, 
placing them one upon another. What 
have you there?" 

"An upright row of eight cul)es." 
"Have you ever seen anything stand- 
ing like this upright row of cu])es?" 
"A chimney." "A steeple." 
"Take down your cubes, and build 
two upright rows of them — one square 
apart. What have you now?" 

"Two little steeples," or "two 
chinuieys." 

Thus, with these eight cubes, many 
built under 
It 



n 



Fig. S 

forms of life can be 
the guidance of the teacher, 
is an important rule in this occu- 
pation, that nothing should be 
rudely destroyed which has been 
constructed, but each new form 
is to be produced by slight 
change of the preceding one. 

A number of these forms are given below. 
They are designated by Froebel as follows : — 



Fig. 4. 



Fig. 5. 
Cube or Kitchen Table. 



90 



guAjrri^:K centuuy edition 



Fiu-. 



l'"irc})l;ict'. 




Fio-. 7. 



( irniidpn's ( "linir 




/ 




I 




J 


■ 



Y\%. s. 
( iiiUKlpM's :ui<l ( Jniiiiliiiirs Clinii': 























1 



Fi--. '.I. 
iV Cnsllc witli Iwo towci's. 



<^=1 



A StroiiLiliold. 



Fiii'. 10. 



Fiu-. 1 1 



A W:il 



^ ^ A 




i 




1 




1 




1 



Fio-. 12. 



A lliiiii AVnl 




FiiT. 13. 



Two ( 'oliiiiiiis. 



Fio-. 11. 
A L;ii-or ( 'oliiinii, with Iwo inciiH)|-i;il stones. 




Fio-. 1,', 



Sioiiiiost. 




Fio-. k;. 



Cross. 




Fio-. 17 



Two Crosses. 



PARADISE OF CllJLDlIOOU 



97 



^ 



Fig. 18. 

Cross, will) |)f(l('st:i,l. 




Fig. 19. 



Moimuiciit , 



A 



Seuti-y-box. 



Fig. 20. 



^^ 




Fig. 21, 



A Well. 



Fio;. 22. 



City (late 





^ 






^ 






1 


i 






» 








I 









Fia. 2.*^,. 



Triumplial Aic 



-l — I 



Fig. 21 
Cil y ( l:it(',\vi11i tower. 





i 






W / A 








f 
1 









Fig. 2r>. 



Cliinvli 



Fig. 26. 



City linll. 



CM 
— 



FiiT. 27. 



Castle. 



^■'ig. 28. 



A Locomotive 




Fiu'. 2!i. 



Iviiiii. 



98 



QUARTER CENTURY EDITION 



f1 



Fig. :}(). 
liiidiii' with Keeper's House. 




Fig. ;5i. 
Two Hows of Trees. 



Fig. :}2. 
Two Lonii Loiis of Wood. 



Fiff. 83. 



A IMatfonn 



Fig. U. 
Two Siniill lioos of Wood. 



S 



Fig. .'>"). 
F'our ( Jardeu llenches. 



li 



Fio-. 36. 



Stairs. 



Fiff. 37. 



Doultlc Ladder. 




Fig. 3«. 
Two Coin 111 us ou pedestals. 



/ " , X , - ' 



^ 



AVeil-trouo-h. 



Fio-. ;',•). 



a 



. jf . r' , f 



Fig. 10. 



Bath. 




Fig. 41. 



A Tuuuel. 



Fio-. 42. 



Kasv Chair, 



X 



1 



Fio-. 43. 



Bench with baclv. 



/ / yffl 








1 






P 



Fig. 44. 



Cube. 



PARADISE OF CHILDHOOD. 



99 



Several of the names in tliis list lepreseut 
objects which, being more specilically German, 
will not be recognized by the children. Ruins, 
castles, sentry-boxes, signposts, perhaps they 
have never seen ; but it is easy to tell them 
something about these objects which will in- 
terest them. They will listen with pleasure to 
short stories, narrated by way of exi)hinatioii, 
:ind thus associating the stoi-y with tiie form, 
be able, at another time, to reconstruct the 
latter while they repeat the former in their own 
words. It is not to be expected, Jiowever, that 
teachers in this country should adhere closely 
to the list of Frojbel. They may, with advan- 
tage, vary the forms, and if they choose, attlx 
other names to those given in these pages. It 
is well sometimes to adopt such designations 
as are suggested l)y the children themselves. 
They will be found to be (piite a})t in tracing 
I'esemblances l)etween tlieir structures and the 
objects with which they are familiar. 

In order to make the occupation still more 
useful, they should be required also to point 
out the dissimilarities existing between the 
form and that which it i-epi'esents. 

It is proper to allow the child, at times, to 
invent forms, the teacher assisting the fantasy 
of the little l)uilder in the work of consti'uct- 
ing, and in assigning names to tlie structure. 
AVlien a figure has been found and named, 
the child should be requii-ed to take the blocks 
apart, and build the same several times in 
succession. Older and more advanced scholars 
suggest to younger and less able ones, and 
the latter will be found to appreciate such help. 

It is a connnon observation, that the y(;unger 
children in a family develop more rapidly than 
the older ones, since the foi-mer ai'e assisted in 
their mental growth by companionship with the 
latter. This benefit of association is seen more 
fully ill the Kindergarten, under the judicious 
guidance of a teacher who knows how to en- 
courage what is right, and check what is wrong, 
in the disposition of the children. 

It should be remarked, in connection with 
these directions, that in the use of this and the 
succeeding gift it is essential that f'//the blocks 
should be used in the building of each figure, 
in order to accustom the child to look upon 
things as mutually related. There is nothing 
which has not its appointed place, and each 
))art is needed to constitute the whole. For ex- 
ample, the well-trough (Fig. 39) may be built 
of six cubes, but the remaining two should rep- 



resent two pails with which the water is con- 
veyed to the trough. 

FORMS OF KNOWLEDGE. 

These do not represent objects, either real 
or ideal. They instruct the pupil concerning 
tile properties and relations of numbers, by 
a particular arranging and grou[)ing of the 
blocI<s. Strictly speaking, the first effort to 
count, by laying them on the table one after 
another, is to be classed under this head. The 
form thus produced, though varied at each 
trial, is one of the forms of knowledge, and 
by it the child receives its first lesson in 
arithmetic. 

Proceeding further, he is taught to add, 
always by using the cultes to illustrate the 
successive steps. Thus, having placed two of 
the l)locks at a little distance from each other 
on the table, he is caused to repeat, "One and 
one are two." Then placing another upon the 
table, he repeats, "One and twx) are three," 
and so on, until all the blocks are added. 

Subtraction is taught in a similar manner. 
Having placed all the cubes upon the table, 
the scholar commences taking them oft", one 
at a time, i-epeating, as he does this, "One 
from eight leaves seven;" "One from seven 
K'aves six," and so on. 

According to circumstances, of which the 
Kindergartner, of course, will be the best 
judge, these exercises may be continued fur- 
ther, by adding and subtracting two, three 
and so on ; but care should always be taken 
that no new step be made until all that has 
gone before is perfectly understood. 

With the more advanced classes, exercises 
in nniltiplication and division may be tried, 
by grouping the l)locks. 

The division of the large cube, to illustrate 
the principles of proportion, is an interesting 
and instructive occupation ; and we will here 
l)roceed to give the method in detail. 

The ciiildren have their cube of eight be- 
fore them on the table. 




Fig. 45. 

The teacher is also furnished with one and 
lifting the upper half asks : — 



100 



QUARTER CENTURY EDITION 




Fig. 46. 

''Did I take the whole of my cube in my 
hand, or did I leave some of it on the table?" 

"You left some on the table." 

"Do I hold in my hand more of my cube 
than I left on the table, or are both parts 
alike ?" 

"Both are alike." 

"If things are alike, we call them equal. 
So I divided my cube into two equal parts, 
and each of these equal parts I call a half. 

Where are the two halves of my cube ?" 

"One is in yonr hand ; the other is on the 
table." 

"So I have two hcdf cubes. I will now 
place the half which I have in my hand upon 
the half standing on the table. What have I 
now ?" 

"A whole cube." 
The teacher, then separating the cube again 
into halves, by drawing four of the smaller 
cubes to the right and four to the left asks : — 




Fig. 47. 

"What have I now before me?" 

"Two half cubes." 

"Before, I had an upper and a lower half. 

Now, I have a right and a left half. Uniting 
the halves again I have once more a whole." 

The scholars are taught to repeat as follows, 
while the teacher divides and unites the cubes in 
both ways, also as represented in Fig. 48 : — 



"Two halves— one whole." 

Again, each half is divided, as shown in 
Figs. 49, 50 and 51. The children are required 
to repeat during these occupations : — 




/'^ 



Fig. 48. 
"One whole — two halves.' 




Fig. 49. 




Fie. 50. 




Fig. 51. 

"One whole — two halves." 

"One half — two quarters (or fourths)." 

"Two quarters — one half." 

"Two halves — one whole." 

After these processes are fully explained 
and the principles Avell understood by the 
scholars, they are to try their hand at divid- 
ing of the cube — first, individually then all 
together. If they succeed, they may then be 
taught to separate it into eighths. It is not 
advisable in all cases, to proceed thus far. 




Children under four years of age should be 
restricted, for the most part to the use of the 
cubes for practical building purposes, and for 
simpler forms of knowledge. 



PARADISE OF CHILDHOOD. 



101 



i^ORMS OF BEAUTY. 

Starting with a few simple arrangements, 
or positions, of the blocks, we are able to de- 
velop the forms contained in this class by 
means of a fixed law, viz., that every change 
of position is to be accompanied by a corre- 
sponding movement on the opposite side. In 
this way sjnnmetrical figures are constructed in 
infinite variety, representing no real objects, 
yet, by their regularity of outline, adapted 
to please the eye, and minister to a correct 
artistic taste. The love of the beautiful can- 
not fail to be awakened in the youthful mind 
by such an occupation as this, and with this 
emotion Avill be associated, to some extent, the 
love of the good, for they are inseparable. 

The works of God are characterized by per- 
fect order and symmetry, and his goodness is 
commensurate with the beauty manifest every- 
where in the fruits of his creative power. The 
construction of forms of beauty with the build- 
ing blocks will prepare the child to appreciate, 
by and by, the order that rules the universe. 

These forms are of only one block's height, 
and, consequently, represent outlines of sur- 
faces. It is necessary that the children should 
be guided, in their construction, by an easily 
recognizable center. Around this visible point 
all the separate parts of the form to be created 
must be arranged, just as in working out the 
highest destiny of man, all his thoughts and 
acts need to be regulated by an invisible cen- 
ter, around which he is to construct a har- 
monious and beautiful whole. 

In order to produce the varied forms of 
beauty with the simple material placed in the 
hands of the scholar, he must first learn in 
what ways two cubes may be brought in con- 
tact with each other. Four positions are shown 
in Figs. 53 to 56. The blocks may be arranged 
either — side by side, as in Fig. 53 ; edge to 
edge, as in Fig. 54 ; or edge to side, and side 
to edge, as in Figs. 55 and 56. Figs. 53 and 
55 are the opposites to Figs. 54 and 56. Other 
changes of position may be made. For ex- 
ample, in Fig. 53 the block marked a may be 
l)laeed above or to the right or to the left of 
the block marked h. The cubes may also be 
placed in certain relations to each other on the 
table, without being in actual contact. These 
positions should be practiced perseveringly at 
the outset, so as to furnish a foundation for 



the processes of construction which are to fol- 
low. It is one of the important features of 
Froebel's system, that it enables the child 
readily to discover, and critically to observe, 
all relations which objects sustain to one 
another. Thoroughness, therefore, is required 
in all the details of these occupations. 

We start from any fundamental form that 
may present itself to our mind. Take, for 
illustration, Fig. 57. Four cubes are here 
united side to side, constituting a square sur- 
face, and the outline is completed by placing 
the four remaining cubes, severally side to 
side with this middle square. In Fig. 58, edge 
touches edge; in Fig. 59, side touches edge, 
and in Fig. 60, edge touches side midway. 
Another mode of development is shown in 
Figs. 61-67. 

The four outside cubes move toward the 
right by a half cube's length, until the original 
form reappears in Fig. 67. 

Now, the four outside cubes occupy the 
opposite position. Fig. 68, edges touch sides. 
They are moved as before by a half cube's 
length, until, in Fig. 74, the form with which 
we started, is regained. 

We now extract the inside cubes (6), Fig. 
75, and each of them travels around its neigh- 
bor cube (a), until a standing, hollow square 
is developed, as in Fig. 81. 

Now cube a again is set in motion. (Fig. 
82 ) . It assumes a slanting direction to the 
remaining cubes, and, pursuing its course 
around them, the form reappears in Fig. 88. 

Next h is drawn out, (Fig. 89) and a 
pushed in, until a standing cross is formed, 
(Fig. 90) 6, constantly traveling by a half 
cube's length, until all cubes are united in a 
large square, (Fig. 95) and b again begins 
traveling, by a cube's length, turning side to 
side and edge to edge. In Fig. 100, h per- 
forms as a has done. 

But with more developed children we vaviy 
proceed on other principles, P'ig. 101, intro- 
ducing changes only on two instead of four 
sides, and thus arriving successively at the 
forms found in Figs. 102-112. 

After each occupation, the scholars should 
replace their cubes in the boxes, as heretofore 
described, and the material should be re- 
turned to the closet where it is kept, before 
commencing any other play. 



102 



QUARTER CENTURY EDITION 

























































































































































































J 
















4- 
































M 














n 














^P^ 






























ill 
















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lis. 53. 



Fiff. 54. 



Fig. 55. 



Fio-. 5G. 



Pis;. 57. 



a 





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Fig. 58. 



Fio-. 5<) 



Fio-. 60. 



Fio-. 61, 



Fio-. 62. 



















































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ill 


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Fis. 63. 



Fig. 64. 



Fig. 65. 



Fig. 66. 



Fig. 67, 




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Fig. G.s. 



Fig. 69. 



Fig. 70. 



Fig. 71. 



Fig. 7-2. 











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Fig. 73. 



Fig. 74. 



Fig. 75. 



Fig. 76. 



Fig. 77 



PARADISE OF CHILDHOOD. 



103 




Fig. 78. 



Fio-. 79. 



Fio-. 80. 



Fio-. 81. 



Fio-. 82. 




Fio-. 83. 



Fio-. 84. 



Fio-. 85. 



Fio-. 86. 



Fio-. 87. 



Fia-. 88. 



Fio-. 89. 



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Fig. 91. 

























































































































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ft 












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Fio-. 92. 




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Fig. 94. 



Fio-. 95. 



Fio-. 9G. 



Fio-. 97. 




Fio-. 98. 



Fig. 99. 



Fig. 100. 



Fig. 101. 



Fig. 102. 



104 



QUARTER CENTURY EDITION 



Fiii'. io;>. 



Fiii-. 101. 











t 






































































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oillil 


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Fig. 108. 



Fig. lOi). Fig. 110. Fig. 1 1 1 

KDirOKS NOTES. 



Fio-. irj. 



As tho bosT knowlodgv cnnnol l>o :itt;iiiUHl 
without division or analysis t>l" a whoU'. the 
dividod solids follow thoso which givo tho iin- 
pivssiou of Avholos. An arbitraiv division can- 
not give eloar ideas, so a vognlar clivision. 
noeording to oovtain laws, is uoeossarv. 

Prominent features of this gift are the like- 
ness of each part of the cube to the whole, and 
the contrast of si/e between the cube and its 
parts. The chief object of the gift is to de- 
veU>p the creative power of the chiUl ; so tliat 
he is encoiu'aged to follow his instinctive wish 
to see the construction of things, and l)egins 
his investigation of particular ])henoniena. lie 
divides the cube to tind its component ])arts and 
examines the ]>ieces. He finds that each part 
is like the whole, only smaller, so that the im- 
pression of this ])articular form is deepened ; 
he can create many forms and byre-arranging 
discover new qualities and uses. 

The material allows tluH'hild tt> i'xi)ress out- 
wardly his inner conceptions, which is (»ne of 
the lirst demands of life. The ilesire to look 
at the interior of things is the germ of the fullest 
development, the beginning of the formation 
of the scientitic mind. 

While this gift is similar to the cube of the 
second in size and material, and interests the 
child becauseof this likeness, it is the contrast 
between the two cubes that holds his attention. 



Thus he is takcMi from what he alri'atly knows, 
into a wilier Held of knowUHlge. 

Fet the child compare the two gifts in regard 
to faces, corners, edges, direction alivl element 
of rest ; in this way test his menu)ry and lead 
him to conuuenee a elassilication of objects Ity 
deciding that all bodii's of similar proportions 
and tpialities must be cubical in form. 

The harmony of the child's development 
through this gift rests ehielly on the method 
with whit'h he begins and ends his play with 
it. If he takes the cube from the box as a 
whole, it stands before him a type of the unity 
he would learn about ; and if after the play 
lie reconsti'ucts the typieid whole, his inner 
uatui'i' is satislied, for he has proceeded from 
unity, through his play to unity again ; but if 
he takes the ]iarts out one by one all is con- 
fusion, appealing only to the external side of 
his nature. 

In plaving, every part should bensiHl, other- 
wise the material is wasted. The child should 
early learn that nothing is isolated and un- 
connected, nothing without its purpose ar.d its 
appointed use. If all the given material is used 
the relation of the part ft) the whole is kept con- 
stantly before the mind and eye of the child; 
each part being of value only as it helps to 
make the whole complete. 

Details in small tilings are of great iuipor- 



PARADISE OF CHILDHOOD. 



105 



tance, and the kin<lr'i-<!:jir1ii('r should ouicfully 
impress on the child the idea oforclcr and neat- 
ness in th(i taking out and putting away of the 
cid»e. Ab soon as the))ox containing this gift 
is given out tlie cliild recognizes it as another 
cube, and the kindergartner should call atten- 
tion to the paper ui)on it, compare it with the 
other boxes, and talk about it. Then placing 
the box four inches from the front of the table 
reverse it so that it rests upon the top, draw 
out the cover, lift the box so as not to disturb 
the cubes, place the lid diagonally inside and 
remove the box to give fi'ee play for the work. 
This simple operation gives the child an ex- 
ample of Older. 

In this first presentation of the divided cube, 
lead the child to see it as a whole that can be 
divided into parts, so that he shall get a defi- 
nite idea of the whole, its parts, of form and 
compui-ativ(! size and of the relations of num- 
ber and position, learning readily to compre- 
hend the use of such terms as front, back, top, 
l)ottom, right and left. Review the naming of 
opposites and the directions of the different 
lines. Divide the cube in all its various "ways, 
so that it has top and bottom halves, front and 
back halves and right and left halves ; give a 
simple sequenc(! with a short story, thus : Move 
the right half of the cube two inches to the 
right, to make the road which little Mary takes 
on her Avay to grandma's in the country. Place 
the halves together again, and move the left- 
half two inches to the left (the brook Avhich 
runs by the foot of the meadow where she sails 
her tiny boat and watches the fishes play). 
Put the i^arts together again and remove the 
top-half, placing it two inches to the back, 
(two lunch tables in the grove back of the 
house ) . 

As from the whole to the half, so also proceed 
from the half to the quarter-cubes by dividing 
tlie halves into halves, then to the eighth of the 
whole cube, l)y dividing the quarters into 
halves. Show that two- fourths and four-eighths 
equal one-half, that two-eighths equal one-quar- 
ter, that eight-eighths equal the whole, etc. Of 
course these progressive stejjs can only be taken 
slowly and in accordance with the child's com- 
prehension, the kindergartner making sui-e that 
each point is understood, before another is 
given. P'or the division of the gift sing the 
following song to the tune of "All for Baby," 
in Miss Poulsson's Finger Plays : — 



(WJioIe (•ul)e;. 

Tlf'ie is minnma's kitehen, 
JJuilt so closfi and tight; 

(Place the top half on the table against the 
right of the lower half). 

Hero's the bre;ikfast table, 
Which we'll dress in white. 

( Draw right-half one inch to the right) . 

Xow we will divide it, 
See ! we have two more ; 

(Separate these halves right and left). 

Again we will divide it, 
Now we each have four. 

Push back all the back ones, 
Each one Iroin irs mate. 
Now if we should count them 
We'll find tiiat we have eight. 

Push them up together 
Astiiey were before. 
One; and one are two, and 
Two and two ai"e four. 

Lift the riglit liulfup, 
And place it on the toj) : 
Now our culje is w hole 
And, it's time to stop. 

The children find pleasure in dividing the 
cube into its parts, examining each separate 
piece, and in arranging and re-arranging the 
eight parts in different ways. 

To bring out the numl)er and position of the 
faces, call the cul)e a Itarn ; let a little bird fiy 
from the top, ancjther from the front, one from 
the l)ack, from the right side and from the left. 
Show the edges and their directions by build- 
ing walls, ])latform8 and columns of different 
heights and lengths in different directions, 
bringing the square faces of the cube so con- 
stantly befoi-e the child that his concept of a 
square becomes a true one. 

In the use of the building material allow 
the little cliildi-cn much freedom. Check from 
the beginning any tendency to knock down any 
of the forms which they make, and lead them 
to change one form into another related to it by 
slight alterations. Keep this up until the child 
acquires the habit of following this plan. Have 
them build neatly and accurately according to 
the measurements of the squared table, as this 
l)i-ingsth(! play building of the child under the 
fundamental law of all building and its beauty 
as well as its practical)ility is soon seen. 

To increase the interest of the child, and draw 
out involuntary freedom, connect the building 
with his own experiences ; connect the forms in 



106 



PARADISE OF CHILDHOOD. 



liis play by a simple story or let a child tell of 
feomethiiig he has seen, and ilhistrate by build 
iug the object. Show the different \va3's cubes 
may touch each other, as face to face (direction 
front and back, or right and left) ; edge to 
edge, with the corners front, faces front right 
and left, or front and back ; edge to face at 
the front, back, right and left. To add in- 
terest let the children invent and tell a story 
about the object. They are delighted to see 



their cube grow into a table, a chairfor grandpa, 
a bed, a church, a bridge, a lighthouse to 
guide the sailors. These objects they clothe 
with life, developing their imagination and 
originality. Thus through this gift the forma- 
tive and expressed powers of the child ai-e ex- 
ercised, his judgment and reason a]e developed 
and he gains a love of all that is beautiful and 
harmonious. 



THE FOURTH Gnn\ 



The precedinjj; gift consisted of cnhical 
blocks, all of their three dimensions being the 
same. In the Fourth Gift, we have greater vari- 
ety for purposes of construction, since each of 
the parts of the large cube is an oblong block, 
w hose length is twice its width, and four times 
its thickness. The dimensions bear the same 
proportion to each other as those of an oi'di- 
nary brick ; and hence these blocks aie some- 
times called bricks. They are useful in teach- 
ing the child difference in regard to length, 
breadth, and height. This difference enables 
him to construct a greater variety of forms 
tlian he could by means of the third gift. By 
these he is made to understand, more dis- 
tinctly, the meaning of the ternis vertical 
and horizontal. And if the teacher sees fit to 
pursue the course of experiment sufliciently 
f ai-, many philosophical truths will be devel- 
oped ; as, for instance, the law of equilibrium, 
siiown by laying one block across another, or 
tlie phenomenon of continuous motion, exhibi- 
ted in the movement of a row of the blocks, set 
on end, and gently pushed from one direction. 

PREPARATION FOR CONSTRUCTING 
FORMS. 

This gift is introduced to the children in a 
manner similar to the jnesentation of the third 
gift. The box is reversed uj)on the table and 
tlie cover is removed. Lifting the box care- 
fully, the cube remains entire. The children 
are made to observe that, when whole, its size 
is the same as that of the previous one. Its 
parts, hoAvever, are very diftei'ent in form, 
though their numl)er is tlie same. There are 
still eight blocks. Let the scholars compare one 
of the small cubes of the third gift with one of 
the oblong blocks in this gift ; note the simi- 
larities and the differences ; then, if they can 
comprehend, that notwithstanding, they are so 
unlike in /o/"m, their solid contents is the same, 
since it takes just eight of each to make the 
same sized cube, an important lesson will have 
been learned. If told to name objects that re- 
semble the ol)long blocks, they will readily 
designate ahrick, tahJo, piano, closet etc., and 
if allowed to invent forms of life, will doubt- 
less construct boxes, benches, etc. 



The same precision should be observed in 
all the details of opening and closing the plays 
with this gift as in those previously described. 

FORMS OF LIFE. 

The following is a list of Fro'bel's forms. 
If the names do not appear quite striking, or 
to the point, the teacher may try to substitute 
better ones : — 




Fig. 1. 



The Cube. 



4=^=^ 



\^//M/^,\ 



/ A-V A 



-k 



Fig. 2. 
Part of a Floor, or Top of a Table. 




Fig. 3. 
Two Large Boards. 




^3' 



Fig. 4. 

P'our Small Boards. 




Fig. 5. 
Plight Building Blocks. 




Fig. 6. 
A Long Garden Wall. 



108 



QUARTER CENTURY EDITION 



e 



3 fe 



Fio-. 7. 



A City Gate. 




Fig. 8. 
Another City Gate. 







Fio'. 9. 



A Bee Staud. 




Fia:. 10. 



A Colonuade. 




Fig. 11. 



A Passage. 




Fig. 12. 



Bell Tower. 




Fig. 13. 
Open Garden House. 




Fig. 14. 
Garden House, with doors. 




A Shaft. 



Fig. 15. 




Fig. 16. 



Shaft. 




Fig. 17. 
A Well, with cover. 



PARADISE OF CHILDHOOD. 



109 




Fio-. IS. 



A Fountain. 




Fig. 19. 
Closed Garden Wall. 




Fio-. 20. 



An Open Garden. 




An Open Garden. 



Fio-. 21. 



In 



Fig. 22. 
Watering Trough. 



m i r iii.r 



mn'M I 



■iiliillili 



wm 



Fig. 23. 



Shooting Stand. 




mill 



Fig. 24. 



% 



Village. 



-^ 




Fig. 25. 



Triumplinl Arch. 




Fig. 26. 



Merry-go-round. 




Fig. 27, 
Large Garden »Settee. 



Fig. 28. 



Seat. 











1 liillillil 


'iiilliil;; 


- 

i 








1 I'M" 


illi|i||'lllli 




' ^' 1 1 1 


i|ll|li|!llllll 


h 



Fig. 29. 



Settee. 



Fig. 30. 



Sofa. 





Fig. 31. 



Two Chairs. 



110 



QUARTER CENTURY EDITION 




Fig. 32. 
Gaideu Table and Chairs. 




Fig. .33. 



Childreu's Table. 



^ — 

[ II 



Y\^. 34. 



Tombstone. 





Ml'll 




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^ 






\ ' "'ll'^ll 


^ A 


\ '.}.W 



Fig. 35. 



Tombstone. 



r= 

■''111 



Fig. 36. 



Tombstone. 



Fig. 37. 



Monument. 




Fis. 38. 



Monument. 




Fig. 39. 



Winding Stairs. 




Broader Stairs. 



Fig. 40. 




Fig. 41. 



Stalls. 




Fig. 42. 



A Cross Road. 



PARADISE OF CHILDHOOD. 



Ill 




Tuunel. 




Fig. 44. 



Pyramid. 







1 












L 

- 1 


1 


1111II 


1 


'II! 


'1 




L 



Fig. 45. 



Shootine; Stand. 




Fig. 46. 
Front of a House. 



J 


1^ 


I 


J 


^ 


|l!l| 




i:P 



A Throne. 



Fig. 48. 



^ 




Fig. 49. 




Fig. 50. 
Figs. 49 and 50 are illusti'ations of Contin- 
uous Motion. 

Here as in the use of the previous gift, one 
form is produced from another by slight 
changes, accompanied by explanations on the 
part of the teacher. Thus, Fig. 30 is easily 
changed to Figs. 31, 32, and 33, and Fig. 34 
may be changed to Figs. 35, 36, and 37. In 
every case, all the blocks are to be employed 
in constructing a figure. 

FORMS OF KNOWLEDGE. 

This gift like the preceding, is used to com- 
municate ideas of divisibility. Here, however. 





Fig. 51. Fig. 52. 

on account of the particular form of the parts, 
the processes are adapted to illustrate the di- 
vision of a surface, as well as of a solid body. 




Fig. 47. 
Chair, with Footstool. 



Fig. 53. 
The cube is arranged so that one vertical 
and three horizontal cuts appear, (Fig. 51) and 
the child is then requested to separate it into 



112 



QUARTER CENTURY EDITION 



Fio-. o4. 



halves, (Fig- 52) these halves into quarters, 
(Fig. 53) and these qnarters into eighths, 
(Fig. 54). Each of the latter will he found to 
he one of the oblong blocks, and this for the 
time may be made the subject of conversation. 

"Of what material is this block made?" 

"What is the color?" 

"What objects resemble it in form?" 

"How many sides has it?" 

"Which is the largest side?" 

"Which is the smallest side?" 

"Is there a side larger than the smallest 
and smaller than the largest?" 

In this way, the scholars learn that there are 
three kinds of sides, symmetrically arranged 
in pairs. The upper and lower, the right and 
left, the front and back, are respectively equal 
to and like each other. 

By questions, or by direct explanation, facts 
like the following, may be made apparent to 
the minds of children. "The upper and lower 
sides of the block are twice as large as the 
two long sides, or the front and back, as they 
maybe called. Again, the front and back are 
twice as large as the right and left, or the two 
short sides of the block. Consequently, the 
two largest sides are four times as large as 
the two smallest sides." This can be demon- 
strated in a very interesting way, by placing 
several of the blocks side by side, in a variety 
of i)ositions, and in all these operations the 
children should be allowed to experiment for 
themselves. The small cubes of the preceding 
gift may also with propriety be brought in 
comparison with the oblong blocks of this gift, 
and the differences observed. 



tical or horizontal cut, (Figs. 56 and 57). 
These two forms will give rise to instructive 

observations and remarks by asking : — 

"What was the form of the original tablet ?" 

*'What is the form of its halves?" 

"How many times larger is their breadth 

than their height ?" 

So with regard to the position of the oblong 

halves ; the one may be said to be lying (Fig. 

56) while the other is standing, (Fig. 57). 



Fig. 55. 

When the single block has been employed to 
advantage, through several lessons, the whole 
cube may then be made use of, for the repre- 
sentation of forms of knowledge. 

Construct a tablet or plane as in Fig. 55. 
In order to show the relations of dimension, 
divide this plane into halves, either by a ver- 



lllllillillll"iTI"illlllilliiil: 



Hi 



Fig. 56. 
"Change a lying 



Fig. 57. 
a lying to a standing oblong 
block." In order to do this, the child will 
move the first so as to describe a quarter of a 
circle to the riaht or left. 



Fig. 58. 
Unite two blocks by joining their small sides. 
You then have a large lying oblong block, 

(Fig. 58). 



Fig. 59. 
"Separate again (Fig. 59) and divide each 
part into halves, (Figs. 60 and 61). You have 
now four parts called quarters, and these 
are squares, in their surface form." 



Fig. 60. 
Each of these quarters may be subdivided, 
and the children taught the method of division 



PARADISE OF CHILDHOOD. 



113 



Fio-. 61. 



Fio-. 62. 





Fig. 63. 



Fie. 64. 



Fig. 66 







by two. Other 
material may 
also be used in 
counecti ou 
with the blocks 
such as apples, 
or a n y small 
objects which 
serve to illus- 
trate the pro- 
perties of num- 
ber. It is e\'i- 
dent that these 
oper ations 
should be con- 
ducted in the 
most natural 
way, and never 
beg u n at too 
early a stage of 
development of 
the little ones. 
In Figs. 62-65 
anothermodeis 
indicated, for 
the purpose of 
illustratiug fur- 
ther the condi- 



tions of form connected 
with this gift. Figs. 
66-81 show the manner 
in which exercises in 
addition and substrac- 
tion may be introduced 
as has already been alluded to in the 
description of the Third Gift. 

FORMS OF BEAUTY. 

We first ascertain, as in the case of 
the cubes, the various modes in which 
the oblong blocks can be, brought in 
relation to each other. These are 
much more numerous than in the 



114 



QUARTER CENTURY EDITION 



Third C-rift, because of the greater variety in 
the ctimeusions of the parts. In the follow- 
ing designs a number of forms of beauty are 
shown derivable from the original form, (Fig. 
82). Each two blocks form a separate group, 
which four groups touching in the center, form 
a large square. The outside blocks (a) move 
in Figs. 83-90, around the stationary middle. 

The inside blocks (6) are now drawn out 
(Fig. 91) then the blocks (a) united to form 
a hollow square (Fig. 92) around which h 
moves gradually (Figs 93 and 94). 

Now b is combined into a cross with open 
center, a goes out (Fig. 95) and moves in 
an opposite direction until Fig. 98 appears. 

By extricating h the eight-rayed star (Fig. 
99) is formed. In Fig. 100 a revolves, h is 
drawn out until edge touches edge and thus 
the form of a flower appears (Fig. 101). 

Now h is turned (Fig. 102) and in Fig. 103, 
a wreath is shown. In Fig. 103 the inside 
edges touch each other; in Fig. 104, inside 



and outside ; in Fig. 105 edges with sides, 
and h is united to a lai-ge hollow square, around 
Avhich a commences a regular moving. In 
Fig. 110, a is finally united to a lying cross, 
and thereby another starting-point gained for 
a new series of developments. 

Each of these figures can be subjected to a 
variety of changes by simply placing the blocks 
on their long or short sides, or as the children 
will say, by letting them stand ??j> or lie down. 
The network of lines on the table is to be 
the constant guide, in the construction of 
forms. In inventing a new series, place a 
block above, below, at the right or left of the 
center ; and a second opposite and equidis- 
tant. A third and a fourth are placed at the 
right and left of these, but in the same posi- 
tion relative to the center. The remaining 
four are placed symmetrically about tliose first 
laid. By moving the o's or h's regularly in 
either direction, a variety of figures may be 
formed. 

















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Fig. 89. 



Fig. 90. 



Fiff. 91 




Fig. 92. 



Fig. 93. 



Fisr. 94. 



Fig. 95. 



Fig. 96. 



PARADISE OF CHILDHOOD. 



115 




Fio;. 97. 



Fio-. 98. 



Fio-. 99. 



Fio-. 100. 



Fisf. 101. 









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Fio-. 103. 



Fio-. 104. 



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Fiff. 106. 



Fig. 107. Fig. 108. 

EDITOR'S NOTES. 



Fig. 109. 



Fio-. 110. 



AYhile we find that the eight equal parts of 
the third gift are of the same form as the whole, 
this gift shows eight parts iii the form of par- 
allelopipeds-solids, with three unequal dimen- 
sions, which constitute the chief characteristic 
of the gift, and adds to both gift and play a 
new and original importance. 

In this as in all the building gifts, every part 
should be used, and when tlie boxes have been 
distributed they should be opened in such a way 
that the cube stands before the child as a whole, 
so that he may begin his work as a whole. 
Call attention to its being divided according to 
a new plan, and to the form of the component 
parts, which the child easily recognizes as be- 
ing that of a brick. 

Let a cube of the third gift be handed to the 
children so that they may compare it with the ob- 
long brick of this gift ; ask for similarities and 



differences ; the unequal dimensions in these 
bricks make it necessary for the child to pro- 
ceed with more reflection, to compare, and to 
experiment, in order to produce a symmetrical 
result. If two cubes are given, the children 
will readily see that two bricks laid one above 
the other are just as large as two cubes laid 
side by side, and in this way the truth is made 
evident that the solid contents are the same. 

AVhile in the third gift the solid appears 
most prominently, in this gift the idea of sur- 
face is suggested. P^very face is an oblong, 
and the variety of size makes more clear the 
form itself, so the child gains as true a con- 
cept of an oblong as of a square. 

To impress on the child the differences of 
position which each brick can occupy, let the 
bricks stand, as soldiers, sit or lie flat, as if 
asleep. Give the child a cube, and ask him to 



116 



OUARTER CENTURY EDITION 



do tlie same with that. He finds it always re- 
mains the same on whichever of its faces it may 
rest; thus new lessons are taught him, and 
he is made to understand length and breadth 
more clearh'. The different dimensions in the 
bricks make the variety and number of i)ossi- 
ble liguix'S with tliis gift ahnost incalculable. 
Many ])hilosophical ti'uths may he illustrated, 
as the law of equilibrium — when a nai'row face 
has to support a broader one ; or continuous 
motion — by setting a roAv of blocks on end, and 
pushing the first one against the other, causing 
the whole row to fall. 

As an exercise in the relation of size, let the 
children separate the cube into halves, Avhich 
may be done by a vertical or horizontal divis- 
ion, and gives rise to suggestive questions and 
instructive ol)servations ; these halves may be 
sepai'ated again and divided into quarters, and 
again into eighths ; in this manner the children 
are brought to comprehend successive divi- 
sions by two. These exercises admit of many 
variations. 

Let the pupils find the different ways in which 
two bricks may be i)laced with regard to each 
other, and build forms while the teacher talks 
with them about the objects represented, so as 
to awaken thought within them. 

Let the children work out for themselves 
with the blocks, a sequence of moves illustrating 
a story, or a sequence of thought given by the 
teacher. In this way they come to know the 
form as regards dimensions, faces and relation 
of ])arts to the whole. 

A fresh delight comes to the child wlien he 
discovers how one object may be transformed 
into another, and particularly when there is 
some connection between each new figure and 
the child himself, who must have a clear insight 
into the most simple and natural relations of 
things, that the sight of things more com- 
plicated may not confuse him and hinder his 
development. The following sequences are 
suggestive and render it easy to liud such 
connections. 

FURNITURE SEQUENCE. 

Bureau. — Cube, with cut running right and 
left. Draw the front half away. Let a brick 
stand at either end of the back half touching 
it by the broad face. Join the two remaining 
bricks l»y their long narrow faces and place on 
top for a mirror. Fig. 111. 



Washstand. — Let the two bricks which 
formed the mirror stand directly back of the 
lying bricks, touching them by their broad faces. 
Let the top brick sit on the standing back bricks, 
Fig. 112. 



m 




Fig. 111. Fig. 112. 

WraTiNu-DESK. — Lift sitting brick in the 
right hand, and the two bricks below it in the 
left hand. Let the two bricks lie on the re- 
maining pile, projecting an inch in front, the 
cut running front and back. Let the remain- 
ing brick sit on them at the back, so its broad 
face coincides with their short faces. Fig. 113. 

Hat-k ACK. — Lift the three bricks just placed. 
Let two stand at the back as before. Lift the 
top brick, join it totheremoining brick by long 
narrow faces, and let them sit on the back 
bricks. Fig. 114. 





Fig. 113. Fig. 114. 

Chair and Table. — Join right and left 
bricks by their broad faces. Let them lie, 
right and left, two inches in ■ front of form. 
Lift the two top bricks and let them lie across 
the two front bricks, the cut running front and 
back. Fig. 115. 

Two Chairs. — Make a chair of the front 
bricks, facing and similar to the chair of the 
four back l)ricks. Fig. IK!. 




Fig. 115. Fig. 116. 

Bed, — Remove the back of the front chair. 

Place the top brick in the back chair cushion, so 

that it touches the standing bricks by its broad 

face. Place the top front brick so that its 



PARADISE OF CHILDHOOD. 



117 



broad face coincides with the narrow front face 
of the brick below it. Fit in the remaining 



short faces just touching. Place the remaining 
brick at the left in a similar position, Fig. 125. 




Fig. 117. ■ 
bricks for a mattress, the cut running front 
and back. Fig. 117. Then comes the orderly 
building of the cube. 

BAKER SEQUENCE. 

Shop. — Cube, cut running right and left. 
Fig. 118. 

Eight Drawers. — Remove the front half, 
placing it one inch to the right of the back half, 
in similar position. Fig. 119. 



^ ^ 



-i 



Fig. 118. Fig. 119. 

Two Counters. — Let the right and left bricks 
touch by their short faces. Place the top half 
two inches in front of the lower half, running 
right and left. Fig. 120. 

Four Loaves. — Draw the two back right 
bricks one inch to the right. The front bricks 
the same. Fig. 121. 





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Fig. 120. Fig. 121. 

Table. — Push the bricks together forming 
aprism 4x1x1, Fig. 122. 

Baking Sheets. — Place the top half two 
inches back of the lower half. Fig. 123. 



f=F- 



Fig. 122. Fig. 123, 

Molding Board. — Push the front and liack 
halves together. Fig. 124. 




Fig. 124. 

Rolling Pin. — Place the two front right 

bricks at the right of and touching the back 

right bricks by their short faces. Place front 

left brick at the right of those just placed, the 



^ P=?= 



Fig. 125. 

Mixing Trough. — Join the two end bricks 
by their short faces and let them sit 1 jack of the 
four left hand bricks touching by Inoad faces. 
Let the two front left bricks sit opposite those 
just placed. Take one of the right hand bricks 
in each hand, and let them sit at either end of 
the trough, closing the opening. Fig. 126. 

Flour Scoops. — Draw the right half, one 
inch to the right, Fig 127. 



Fig. 126. Fig. 127. 

Wagon. — Place the left-hand brick directly 
at the left of the right half, so that it shall 
touch it with the broad face. Remove the 
brick lying at the left between the two sitting 
bricks, and place it front and back across the 
middle of the wagon. The two remaining left 
bricks serve as horses. Fig. 128. 





Fig. 128. Fig. 129. 

Money Chest. — Lift one of the left hand 
bricks in each hand, place one right and left 
of the wagon seat, touching it by long narrow 
faces. This lid may be raised or lowered at 
will. Pig. 129. Return to cube. 

HOUSE BUILDING AND FURNISHING 
SEQUENCE. 

House. — Cube with the cutting right and 
left, Fig. 130. 





Fig. 130. Fig. 131. 

Piazza. — Lift the top half, place it directly 
in front of and touching the lower half, cut 
running right and left. Fig. 131. 

Open Door. — Lift the two front bricks, and 
let them stand on the back brick, one inch 
ai^art, with the long narrow faces in front. 
Lift the top front brick and let it lie across the 
standing bricks. Fig. 132. 



118 



PARADISE OF CHILDHOOD. 



Four Tables. — Move the live back bricks 
one iucli back, move the front brick one incli 
front. Place the brick which foi-ms the top of 
the door on the front brick, toiichino; it by the 
broad face. Join the standing bricks by broad 
faces and let them lie one inch back of the back 
bricks, Fig. 133. 





Fig. 132. Fig. 133. 

Car-seats. — Let the upper back brick sit 
directly beiiind the lower back brick. Arrange 
remaining bricks in like manner, Fig. 134. 

Two LoNO Seats. — Lift the back seat, plac- 
ing it beside the seat directly in front of it, so 
that they will touch by short faces. Join the two 
remaining seats in like manner. Fig. 135. 





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Fig. 134. P'ig. 135. 

Sofa, w^tii Arms and Tahle. — Remove the 
front, sitting ])ricks, and let one sit at either 
end of the back seat touching it by broad faces, 
the short faces being in front. Let two front 
biicks touch one another by broad faces, form- 
ing the table, F'ig. 136. 




Fig. 136. 
Two Seats With Ar.'ms. — Draw three right 
hand bricks, two inches to the right. Let the 
1 trick which forms the top of the table, sit at 
the left hand end of the bricks just moved, 
touching them by broad faces. Left hand sec- 
tion the same, Fig. 137. 




Fig. 137. 
Two INIaui'.le Basins. — Draw out the brick 
which forms the right-hand seat, and let it sit 
one inch in front of the back brick, similar posi- 



tion. Left hand section the same. Fig. 138. 

Two Windows. — Holding the right-hand 

bricks lirmly together, place them in an upright 



Fig. 138. 
position, so that the bricks which were right 
and left, form the top and bottom of a window. 
Same with the left bricks, Fig. 139. 

Hioii Window. — Place the left-hand window 
on top of the right-hand window, Fig. 140. 




Fig. 139. Fig. 140. 

Vestibule — Place the top half of the win- 
dow directly in front of and touching the lower 
half. Fig. 141. 

Band Stand. — Let the two top bricks lie 
directly in fi-ont of and touching the lower 
bricks. Remove the standing bricks. Let 
one lie right and left across the cut between 
the two front bricks, another across the cut be- 
tween the two back bricks. Let the two re- 
maining bricks lie across the opening front 
and back, Fig. 142. Return to cube. 





Fig. 141. Fig. 142. 

The children take pleasure in uniting, and 
building Avith this gift : also, with the third and 
fourth combined, when they have become suffi- 
ciently acquainted with each separately ; com- 
1 lining the gifts gives them an opportunity of 
com})aring the cube and brick more closely, and 
so learn their properties and peculiarities bet- 
ter, than by the use of each separately. 

One will build a church, another a stove, a 
shop or house, and so a group of children will 
have a unity of purpose which is harmonizing 
in its effects. 



THE FIFTH GIFT. 

CUBE, TWICE DIVIDED IN EACH DIRECTION. 



All gifts used as occupation material in 
tlie Kindergarten develop, as previously stated, 
one from another. The Fifth Gift, like that 
of the Third and Fourth Gifts, consists of a 
cube again, although larger than the previous 
ones. The cube of the Third Gift was divided 
once in all directions. The natural progress 
from 1 is to 2 ; hence the cube of the Fifth 
Gift is divided tivice in all directions ; conse- 
quently, in three equal parts^ each consistiug 
of nine smaller cubes of equal size. But as 
this division would only have multiplied, not 
diversified, the occupation material, it was 
necessary to introduce a new element, by sub- 
dividing some of the cubes in a slanting di- 
rection. 

We have heretofore introduced only verti- 
cal and horizontal lines. These opposites, 
however, require their mediate elemeut, and 
this mediation was already indicated in the 
forms of life and of beauty of the Third and 
Fourth Gifts, when side and edge, or edge 
and side, were brought to touch each other. 
The slanting direction appearing there transi- 
tionally — occasionally — here, becomes perma- 
nent by introducing the slanting line, sepa- 
rated by the division of the body, as a bodily 
reality. 




Fig. 1. 

Three of the part cubes of the Fifth Gift 
are divided into half cubes, three others into 
quarter cubes, so that there are left twenty- 
one whole cubes of the twenty-seven, produced 
by the division of the cube mentioned before, 
and the whole Gift consists of thirty-nine 
single pieces. 

It is most convenient to pack them in the 
box, so as to have all half and quarter cubes 
and three whole cubes in the bottom row, as 
in Fig. 1, which only admits of separating the 
whole cube in the various ways required here- 



after, as it will also assist in placing the cube 
upon the table, which is done in the same 
manner as described with the previous Gifts. 
The first practice with this Gift is like that 
with others introduced thus far. Led by the 
question of the teacher, the pupils state that 
this cube is larger than their other cubes ; and 
tlie manner in which it is divided will next at- 
tract their attention. They state how many 
times the cube is divided in each direction, 
how many parts we have if we separate it 
according to these various divisions, and car- 
rying out what we say gives them the neces- 
sary assistance for answering these questions 
correctly. In Fig. 2 the three parts of the cube 
have been separated and laid side by side. 




Fig. 2. 

These three squares we can again divide 
iu three parts, and these latter again in three, 
so that then we shall have twenty-seven parts, 
which teaches the pupil that 3X3=9, 3X9 
= 27. 

To some, the repetition of the apparently 
simple exercises may appear superfluous ; but 
repetition alone, iu this simple manner, will 
assist children to remember, and it is always 
interesting, as they have not to deal with ab- 
stractions, but have real things to look at for 
the formation of their conclusions. 

But, again I say, do not continue these oc- 
cupations any longer than you can command 
the attention of your pupils by them. As soon 
as signs of fatigue or lack of interest become 
manifest, drop the subject at once, and leave 
the Gift to the pupils for their own amuse- 
ment. If you act according to this advice, 
your pupils never will overexert themselves, 
and will always come with enlivened interest 
to the same occupation whenever it is again 
taken up. 

After the children have become acquainted 
with the manner of division of their new large 
cube, and have exercised with it in the above- 
mentioned way, their attention is drawn to the 



120 



QUARTER CENTURY EDITION 



shape of the divided half and quarter cubes. 

They are divided by means of slanting lines, 
which should be made particularly prominent, 
and the pupils are then asked to point out, on 
the whole cubes, in what manner they were di- 
vided in order to form half and quarter cubes. 
The pupils also point out horizontal, vertical 
and slanting lines which they observe in things 
in the room or other near objects. 

Take the two halves of your cube apart and 
say, "How many corners and angles can you 
count on the upper and lower sides of these 
two half cubes?" "Three." Three corners and 
three angles, which latter, you recollect, are 
the insides of corners. We call therefore, the 
upper and lower side of the half cube a tri- 
angle, which simply means a side or plane 
witii three angles. The child has now enriched 
its knowledge of lines by the introduction of 
the oblique or slanting line, in addition to the 
horizontal and vertical lines, and of sides or 
planes by the introduction of the triangle, in 
addition to the square and oblong previously 
introduced. With the introduction of the tri- 
angle, a great treasure for the development of 
forms is added, on account of its frequent oc- 
cur;i-ence as elementary forms in all the many 
formations of regular objects. 

The child is expected to know this Gift now 
sutiiciently to employ it for the production of 
the various forms of life and beauty to be in- 
troduced . 

FORMS OF LIFE. 
The main condition here, as always, is that 
for each representation the whole of the occu- 
pation material be employed ; not that only 
one object should always be built, but in such 
manner that remaining pieces be always used 
to represent accessory parts, although apart 
from, yet in a certain relation to the main 



position actively and effectively in relation to 
some greater whole. 

Nor should it be forgotten that nothing 
should be destroyed, but everything produced 
by rebuilding. It is advisable always to start 
with the figure of the cube. 



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Fig. 3. 



Cube. 




Fis. 4. 



Flower- stand. 




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Fig. 5. 



Laroe Chair. 




Fig. 6. 
Easy Chair, with Foot Bench. 




Fig. 7, 



figure. The child should, again and again, be A Bed. Lowest row, fifteen whole cubes; 

reminded that nothing belonging to a whole second row, six whole and six half cubes com- 

is, or could be, allowed to be^superfluous, but posed of twelve quarter cubes ; third row, six 

that each individual part is destined to fill its half cubes. 



PARADISE OF CHILDHOOD. 



121 



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half cubes 



Fig. 8. 
First row, sixteen wliole and two 




A Well. 



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Fig-. 10. 

House, with Yard. First row, twelve whole 
cubes ; second row, nine whole and six half 
cubes ; roof, twelve quarter cubes. 






Fig. 13. 

Church. Building itself, eighteen whole 
cubes ; roof, twelve quarter cubes ; steeple, 
three whole cubes, and three half cubes ; vestry 
three half cubes. 




Fio-. 14. 



Fio;. 15. 



Body of Church. Eight whole, four half and 
eight quarter cubes ; steeples, twice five whole 
and two half cubes ; between steeples, three 
whole and four quarter cubes. Fig. 15, ground 
plan. 



Fig. 11. 

A Peasant's House. First row, ten whole 
cubes ; second row, eight whole and two half 
cubes ; roof, three whole, four half and twelve 
quarter cubes. 




Fig. 1(3. 

^^* ^^' Factory, with Chimney and Boiler-house. 

Schoolhouse. thirst row, nine whole and six Factory, sixteen whole cubes ; roof, six half 

quarter cubes ; second row, nine whole cubes ; and four quarter cubes ; chimney, five whole 

three whole and six half cubes ; and two quarter cubes ; boiler-house, four 



third row. 



fourth row, six quarter cubes. 



quarter cul)es ; roof, two quarter cubes. 



122 



QUARTER CENTURY EDITION 





Fio-. 17. 
Chapel, with Hermitage. 



Fig. 21. 
City Gate, with Three Entrances. 





Fig. 22. 



Arsenal. 



Fig. 18. 
Two Garden Houses, with Rows of Trees. 









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Fig. 23. 
City Gate, with Two Guard-houses. 



Fig. 19. 



A Castle. 





Fig. 20. 
Cloister in Ruins. 



Fig. 24. 

A Monument. First row, nine whole and 
four half cubes ; second to fourth row, each, 
four whole cubes ; on either side, two quarter 
cubes, united to a square column, and to unite 
the four columns, two half cubes. 



PARADISE OF CHILDHOOD. 



123 




Fig. 25. 

A Monument. First row,nine whole and four 
quarter cubes ; second row, five whole and four 
half cubes ;third row, four whole cubes ; fourth 
row, two half and four quarter cubes. 




Fig. 26. 

A Large Cross. P'irst row, nine whole and 
four times three quarter cubes ; second row, 
four whole cubes ; third row, four half cubes. 

Tables, chairs, sofas and beds, are the first 
objects the child builds. They are the objects 
with which he is most familiar. Then the child 
builds a house, in which he lives, speaking of 
kitchen, sleeping-room, parlor, and eating- 
room, when representing it. Soon the realm of 
his ideas widens. It roves into garden, street, 
etc., It builds the church, the schoolhouse, 
where the older brothers and sisters are in- 
structed ; the factory, and arsenal, from which, 
at noon and after the days's work is over, so 
many laborers walk out to their homes to eat 
their dinner and supper, to rest from their 



work, and to play with their little children. 
The ideas which the children receive of all 
these objects by this occupation, grow more 
correct by studying them in tlieir details, where 
they meet with them in reality. In all this 
they are, as a matter of course, to be assisted 
by the instructive conversation of the teacher. 
It is not to be foi^gotten that the teacher may 
influence the minds of the children very favor- 
ably, by relating short stories about things and 
persons in connection with the object repre- 
sented. Not their minds alone are to be dis- 
ciplined ; their hearts are to be developed, and 
each beautiful and noble feeling encouraged 
and strengthened. 

Be it remembered again that it is not neces- 
sary that the teacher should always follow the 
course of development shown in the figures 
on our pages. Every course is acceptable, 
if only destruction is prevented and rebuilding 
adhered to. Some of the figures may not be 
familiar to some of the children. The one has 
never seen a castle or a city gate, a well or a 
monument. Short descriptive stories about 
such objects will introduce the child into a 
new sphere of ideas, and stimulate the desire 
to see and hear more and more, thus adding 
daily and hourly, to the stock of knowledge of 
which he is already possessed. Thus, these 
plays will not only cultivate the manual dex- 
terity of the child, develop his eye, excite his 
fantasy, strengthen his power of invention, 
but the accompanying oral illustrations will 
also instruct him, and create in him a love for 
the good, the noble, the beautiful. 

The Fifth Gift is used with children from 
five to six years old, who are expected to be 
in their third year in the Kindergarten. 

A box, with its contents stands on the table 
before each child. They empty the box as 
heretofore described, so that the bottom row 
of the cube, containing the half and quarter 
cubes, is made the top row. 

"What have you now?" 

"A cube." 

"•We will build a church. Take off all quar- 
ter and half cubes, and place them on the 
table before you in good order. Move the three 
Avhole cubes of the upper row together, so that 
they are all to the left of the other cubes. Take 
three more whole cubes from the right side, 
and put them beside the three cubes which 
were left of the upper row. Take the three re- 



124 



QUARTER CENTURY EDITION 



maining- cubes, which were on tlie right side, 
and add them to the quarter and half cubes. 
What have you now?" 

•'A house without roof, three cubes high, 
three cubes long and two cubes broad." 

"We will now make the roof. Place on each 
of the six upper cubes a quarter cube with its 
largest side. Fill up the space between each 
two quarter cubes with another (juarter cube, 
and place another quarter cube on top of it. 
What have you now ?" 

"•A house with roof." 

"How many cubes are 3'et remaining?" 

"Three whole and six half cubes." 

"Take the whole cubes, and place them one 
on top of the other, before the house. Add 
another cube, made of two half cubes, and 
cover the top with half a cube for a roof. 
What have you now?" 

"A steeple." 

"We will employ the remaining three half 
cubes to build the entrance. Take two of the 
half cubes, form a whole cube of them, and 
place it on the other side of the house, oppo- 
site the steeple, and lay upon it the last half 
cube as a roof. AVhat have we built now?" 

"A church with steeple and eutrance." 
(Fig. 13). 

FORMS OF KNOWLEDGE. 

The representation of the forms of knowl- 
edge, to which the Fifth Gift offers oppor- 
tunit}^ is of great advantage for the develop- 
ment of the child. To superllcial observers, it is 
true, it may appear as if Froebel not only as- 
cribed too much importance to the mathemati- 
cal element to the disadvantage of others, but 
that mathematics necessarily require a greater 
maturity of understanding than could be found 
with children of the Kindergarten age. But 
who thinks of introducing mathematics as a 
science? Many a child, five or six years of age, 
has heard that the moon revolves ai'ound the 
earth, that a locomotive is propelled by steam, 
and that lightning is the effect of electricity. 
These astronomical, dynamic and physical 
facts have been presented to him as mathe- 
matical facts are presented to his observation 
in Fra?bers Gifts. Most assuredly it would 
be folly, if one would introduce in the Kinder- 
garten, mathematical problems in the usual 
abstract manner. In the Kindergarten, the 
child beholds the Ijodily representation of an 
expressed truth, recognizes the same, receives 



it without difficulty, without overtaxing its- 
developing mind in any manner whatsoever. 
Whatever would be difficult for the child to 
derive from the mere word, na}^ which might 
under certain circumstances be hurtful to the 
young mind, is taught naturally and in an easy 
manner by the forms of knowledge, which 
thus become the best means of exercising the 
child's power of observation, reasoning, and 
judging. Beware of all problems and abstrac- 
tions. The child builds, forms, sees, observes, 
compares, and then expresses the truth it has 
ascertained. By repetition, these truths, ac- 
quired by the observation of facts, become 
the child's mental property, and this is not to 
be done hurriedly, but during the last two 
years in the Kindergarten and afterwards in 
the Primary Department. 

The first seven forms of knowledge (Figs. 
27-33) show the regular divisions of the cube 
in three, nine and twenty-seven parts. In 
either case, a whole cube was employed, and 
yet the forms produced by division are dif- 
ferent. This shows that the contents may be 
equal, when forms are different. (Figs. 2S,. 
29, 30, 31 and 32). 




Fio-. 29. 




Fig. 30. 



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Fig. 31. 



PARADISE OF CHILDHOOD. 



125 




Fio-. 32. 




Fig. 33. 

This difference becomes still more obvious if 
the three parts of Fig. 28 are united to a stand- 
ing oblong, ov those of Fig. 29 to a lying, ob- 
long, or if a single long beam is formed of 
Fig\ 30. 

"Take a cube children, place it before you, 
and also a cube divided in two halves, and place 
the two halves with their triangular planes or 
sides, one upon another." 

These two halves united are just as large 
as the whole cube. 

But the two halves may be united, also, in 
other ways. They may touch each other with 
their quadratic and right angular planes. 

Represent these different ways of uniting the 
two halves of the cube simultaneously. Not- 
withstanding the difference in the forms, the 
contents of mass of matter remained the same. 

In a still more multiform manner, this fact 
may be illustrated with the cubes divided in 
four parts. Similar exercises follow now with 
the whole Gift, and the children are led to find 
out all possible divisions in two, three, four, 
five, nine and twelve equal parts. (Figs. 34-44). 




Fig. 34. 




Fig. 35. 



Fig. 36. 





Fig. 38. 




Fig. 39. 



r r ,/ ,/ / 



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Fig. 40. 




Fio-. 42. 




Fig. 43. 




Fis:. 37. 



Fig. 44. 

After each such division the equal parts are 
to be placed one upon another, for dividing and 
separating are always to be followed by a pro- 
cess of combining and reuniting. The child thus 
receives every time, a transformation of the 
whole cube, representing the same amount of 
matter in various forais. (Figs. 45-48). 



126 



QUARTER CENTURY EDITION 



•^S 





Fig. 45. 



Fia:. 46. 





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Fig. 48. 



The child should also be allowed to compare 
with each other the various thirds, quarters, or 
sixths, into which whole cubes can be divided, 
as shown in Figs. 35, 36, 37, 38, or 40, 41 
and 42. 

It is understood that all these exercises 
should be accompanied by the living word of 
the teacher ; for thereby, only, will the child 
become perfectly conscious of the ideas re- 
ceived from perception, and the opportunity 
is offered to perfect and multiply them. The 
teacher should, however, be careful not to 
speak too much, for it is only necessary to keep 
the attention of the pupil to the object repre- 
sented, and to render impressions more vivid. 

The divisions introduced heretofore, are fol- 
lowed by representations of regular mathe- 
matical figures, (planes), as shown in Figs. 
49-52. The manner in which one is formed 
from the preceding one is easily seen from the 
figures themselves. 




Fig. 52. 

As mentioned before, part of the occupa- 
tion described in the preceding pages, is to be 
introduced in the Primary Department only, 
where it is combined with other interesting but 
more complicated exercises. Simply to indi- 
cate how advantageously this Gift may be 
used for instruction in geometry in later years, 
we have added Fig. 56, the representation of 
which shows the child the visible proof of the 
well-known Pythagorean axiom, Ijy which the 
theoretical, abstract solution of the same, cer- 
tainly, can alone be facilitated. 




Fiff. 53. 




Fig. 54. 




Fior. 49. 



Fig. 55. 



/i I I I I I n v 



Fig. 50. 




Fiff. 56. 



PARADISE OF CHILDHOOD. 



127 



For the coutinuation of the exercises in 
arithmetic, begun with the previous Gifts, the 
cubes of the present one are of great use. 
Exercises in addition and subtraction are con- 
tinued more extensively, and by the use of 
these means, the child will be enabled to learn, 
what is usually called the multiplication table, 
in a much shorter time and in a much more ra- 
tional way than it could ever be accomplished 
by mere memorizing, without visible objects. 

FORMS OF BEAUTY. 

If we consider that the Fifth Gift is put into 
the hands of pupils when they have reached the 
fifth year, with whom, consequently, if they 
have been ti*eated rationally, the external or- 
gans, the limbs, as well as the senses, and the 
bodily mediators of all mental activity, the 
nerves, and their central organ, the brain, have 
reached a higher degree of development, and 
their physical powers have kept pace with such 
development, we may well expect a somewhat 
more extensive activity of the pupils so pre- 
pared, and be justified in presenting to them 
work requiring more skill and ingenuity than 
that of the previous Gifts. 

And, in fact, the progress with these forms 
is apparently much greater than with the forms 
of life ; because here the importance of each of 
the thirty-nine parts of the cube can be made 
more prominent. He who is not a stranger in 
mathematics knows that the number of com- 
binations and permutations of thirty-nine dif- 
ferent bodies does not count by hundreds, nor 
can be expressed by thousands, but that mill- 
ions hardly suffice to exhaust all possible com- 
binations. 

Limitations are, therefore, necessary here ; 
and these limitations ai-e presented to us in the 
laws of beauty, according to which the whole 
structure is not only to be formed harmoniously 
in itself, but each main part of it must also 
answer the claims of symmetry. In order to 
comply with these conditions, it is sometimes 
necessary, during the process of building a 
Form of Beauty, to perform certain move- 
ments with various parts simultaneously. In 
such cases it appears advisable to di^ide the 
activity in its single parts, and allow the child's 
eye to rest on these transition figures, that it 
may become perfectly conscious of all changes 
and phases during the process of development 
of the form in question. This will render more 



intelligible to the young mind , that real beauty 
can only be produced Avhen one opposite bal- 
ances another, if the proportions of all parts 
are equally regulated by uniting them with one 
common center. 

Another limitation we find in the fact, that 
each fundamental form from which we start 
is divided in two main parts — the internal and 
the external — and that if we begin the changes 
or mutations with one of these opposites, they 
are to be continued with it until a certain aim 
be reached. By this process certain small steps 
are created, which enable the child — and, still 
more, the teacher — to control the method ac- 
cording to which the perfect form is reached. 

"Each definite beginning conditions a cer- 
tain process of its own, and however much 
liberty in regard to changes may be allowed, 
they are always to be introduced within cer- 
tain limits only." 

Thus, the fundamental form conditions all 
the changes of the whole following series. All 
fundamental forms are distinct from each other 
by their different centers, which may be a 
square, (Fig. 65), a triangle, (Fig. 91), a 
hexagon, octagon, or circle. 

Before the real formation of figures com- 
mences, the child should become acquainted 
with the combinations in which the new forms 
of the divided cubes can be brought with each 
other. It takes two half cubes, foi'ms of them 
a whole, and, being guided by the law of op- 
posites, arrives at the forms represented in 
Figs. 57-64, and perhaps at others of less 
significance. 

The following series of Figs. 65-106 are all 
developed one from another, as the careful ob- 
server will easily detect. As it would lead too 
far to show the gradual growing of one from 
another, and all from a common fundamental 
form, we will show only the course of devel- 
opment of Figs. 65-70. 

The fundamental form (Fig. 65) is a stand- 
ing square, formed of nine cubes, and sur- 
rounded by four equilateral triangles. 

The course of development starts from the 
center part. The four cubes a move exter- 
nally, (Fig. 66) , the four cubes b do the same, 
(Fig. 67), cubes a move farther to the cor- 
ner of the triangles, (Fig. 68), cubes 6 move 
to the places where cubes a were previously, 
(Fig. 69). If all eight cubes continue their 
way in the same manner, we next obtain a 



128 



QUARTER CENTURY EDITION 















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PARADISE OF CHILDHOOD. 



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Fio-. 106. 



PARADISE OF CHILDHOOD. 



131 



form in which a and h remain with their cor- 
ners ou the half of the catheti ; then follows 
a figure like 61) different only in so far as a and 
h have exchanged positions ; then, in like man- 
ner follow Figs. G8, 67, 66 and 65. 

We therefore, discontinue the course. The 
internal cubes so far occupied positions that 
b and c turned corners, a and c sides toward 
each other. In Fig. 70 b shows the side and 
(I the corner. In Fig. 71, we reach a new fun- 
damental form. Here, not the cubes of the 
internal, but those of the external triangles 
furnish the material for changing the form. 

It is not necessary that the teacher, by 
strictly adhering to the law of development, 
return to the adopted fundamental form. She 
may interrupt the course as we have done, 
and continue according to new conditions. 
But however useful it may be to leave free 
scope to the child's own fantasy, we should 
never lose sight of Fnebel's principle, to lead 
to lav fid action^ to accustom to following a 



definite rule. Nor should we ever forget that 
the child can only derive benefit from its oc- 
cupation, if we do not over-tax the measure 
of its strength and ability. The laws of for- 
mation should, therefore, always be as definite 
and distinct as simple. As soon as the child 
cannot trace back the way in which you have 
led him in developing any of the forms of life 
or beauty ; if it can not discover how it arrived 
at a certain point, or how to proceed from it, 
the moment has arrived when the occupation 
not only ceases to be useful, but commences 
to be hurtful, and we should always studiously 
avoid that moment. 

In order to facilitate the child's control of 
his activity, it is well to give the cubes, which 
are, so to say, the representatives of the law 
of development, instead of the letters a, h, c, 
names of some children present, or of friends 
of the pupils. This enlivens the interest in 
their movements, and the children follow them 
with much more attention. 



EDITOR'S NOTES. 



In the pre%ious gifts only the vertical and 
horizontal Ihies have been introduced, but these 
require their intermediate. The slanting line 
was indicated in the forms of symmetry made 
with the third and fourth gifts, when edge and 
sides were brought to touch each other, but 
Avhat was only indicated there, now becomes 
])ermanent by the bodily presence of the cube 
divided diagonally. 

By this division of three cubes into halves 
and three into quarters, a new solid is pre- 
sented — the triangular prism — which permits 
of a greater variety of forms, and gives an op- 
portunity for the exercise of judgment in 
choosing the form which is best adapted for a 
certain purpose. This prism and its proper 
use in building constitute the chief character- 
istic of the gift. 

Owing to its many parts this gift is much 
in advance of the previous ones, requiring 
greater dexterity and delicacy of touch, while 
it affords excellent training to the fmgers. 
When first placed in the hands of the children, 
its greater quantity of material and variety of 
form is liable to confuse them ; the}'^ are apt 
to become bewildered in the dictated exercise, 
and at a loss to know liow to manage so much 
material in free play. Therefore the need of 



quantit}^ should be felt that the material may 
not be wasted through misuse. 

There are different ways of introducing this 
gift. Some kindergartners think it is best to 
present the triangular prism before the gift is 
offered to the child as a whole, by removing 
one or two cubes from the boxes of the third 
gift and substituting half cubes. Then, after 
-the children have examined the foi'm ask ques- 
tions as to the number, the dimensions and 
shape of the faces, one of which they find is 
oblong, two square and two triangular. When 
they have become familiar with the form, then 
give the name triangular prism. 

Have them place the halves according to dic- 
tation and combine them to form whole cubes. 
After this is done successfully substitute four 
quarters in place of two halves, and let the 
children study them in a similar way. They 
will notice the quarters are one-half as large 
as the half cubes, also that when two quarters 
are joined by their square faces they have a 
new square prism. 

Direct one child to put four quarters together 
to make a cube, another to make along triangu- 
lar prism, another to make a square prism 
two inches high. It is well to let each child 
experiment for himself in building some form 



133 



QUARTER CENTURY EDITION 



of life, as a locomotive, (Fig. 107), or ahouse 
with a roof, which helps the rain to run off 
quickly, (B^ig. 108). 

This small quantity of material will give the 
children facility in combining the new forms, 
and in placing them according to dictation with- 
out being bewildered and diverted. Having 
nsed these four small and two large triangular 
prisms successfully, the children will be better 
prepared for the manipulation of the whole gift. 

Another plan is to present the gift as a whole, 
using only one, which stands on the kinder- 
gartuer's table, for the first few lessons. Com- 
pare the gift as to size with the third and 





Fig. 107. Fig. 108. 

fourth, then bring out one of the half cubes, 
teach the different faces, dictate as to placing 
in different directions, give the name, etc. 
Proceed with the quarter cube in the same way, 
until the children are familiar with the form. 

Let them use both half and C[uarter cubes 
with a single whole cube, combine the halves 
into a whole cube, make the quarters into cubes, 
square and triangular prisms. Then show the 
children the three ways of dividing the gift 
into thirds — right and left, front and back, up 
and down — letting them come forward to di- 
vide and combine it, using also other objects 
in illustration ; afterward give one-third only 
to each child to work with, or give every third 
child the entire gift and assist him to divide 
the cube into thirds, giving one of these thirds 
to the neighbor on each side. 

The top layer of each third should consist 
of one whole cube, one composed of halves and 
one of quarters. Familiajize the children with 
the new form by some play which Avill tend to 
disclose the relationship existing between the 
parts, and lead the cliildren to find resemblances 
between the prism and familiar life forms. The 
following sequence shows the use of one- third 
of the gift. 

FIRST SEQUENCE. 

Mary's \asit to her uncle, who is a light- 
house keeper in one of the small Atlantic towns. 
One-third of the gift with cubes running riglit 
and left, is placed before each child. Fig. lOii. 



Steps and Boathouse. — (Near the landing 
where Mary took the small steamboat) . Re- 
move the two upper right-hand cubes and the 
top middle cube. Make a roof of the two 
half cubes l)y joining their square faces, and 
place on top of tlie two whole cubes, with the 
triangular faces front and back. Fig. 110. 





Fig. lO'J. Pig. 110. 

Steamboat. — Combine the two halves which 
form the roof of the boathouse, into a cube, 
placing it at the left of the steps. Place one 
of the remaining cubes on top of the right-hand 
cube, and the other at the right. Remove the 
quartered cube, placing one of the quarters on 
top of the lower left-hand cube, with its oblong 
face against the upper left-hand cube, and its 
square face slanting to the left. Take another 
quarter and stand it on a triangular face at the 
left of the lower left-hand cube, touching it 
by its square face. Form the remaining two 
quarters into a square prism, and stand it on 
top of the upper left-hand cube, face front, 
Fig. 111. 

Fort. — (Which is passed on the way) . Of 
the two separated quarters, form a square 
prism and stand on top of the upper right-hand 
cube, face front. Lift the upper three cubes 
and prisms, placing them back of, and touch- 
ing those they stand on. Fig. 112. 





Fig. 111. Fig. 112. 

Boat. — (Also passed on the way). Remove 
the two square prisms, and move the back row 
one inch back. Take the right-hand front cube 
and place in the center, connecting the two 
rows. Separate the left-hand front cube, and 
place over the front and back middle cubes, 
with the square faces slanting right and 
left. Stand one of the quarters on its triangular 
face, at eacli end of the four right and left cubes 
touching them by square faces. Fig. 113. 

Boat Landing. — (Where Mary is met by 
her cousins). Remove the four quarters and 



PARADISE OF CHILDHOOD. 



133 



combine into two square prisms. Combine tlie 
two halves into a wliole cube and place at the 
right of the front row. Remove the center con- 
necting cube and place at tlie right of the 
back row. Push the two rows together, and 
stand the two prisms on top of the right and 
left front cubes, faces front, these forming the 
posts to which the steamer is tied, Fig. 114. 





Fig. 113. 



Fis:. 114. 



Lighthouse. — (Where she finds her uncle ) . 
Remove the square prisms and the divided 
cube. Lift the four back cubes and place in 
a standing position on top of the front left- 
hand cube. Place' the right-hand culie on top 
of the cube to its left. Of the two half cubes 
make roofs, v/ith the square faces slanting 
front and back. Lay one of the square prisms 
against the lower right-hand cube, and the 
other in front of the tower, touching by ob- 
long faces, Fig. 115. 

Uncle's House. — Lift the upper two cubes 
and roof of the tower and place against the 
left of the tower. Turn the half cubes with 
their square faces touching the center cube, 
the oblong faces slanting right and left. Re- 
move the prism at the right and combine into 
a half cube, placing it on top of the middle 
cube, with the triangular face front. Fig. 116. 





Fig. 115. Fig. 116. 

Barx, Wagon Shed and Well House. — Re- 
move the steps. Lift the center cube and roof, 
and place in front of and against the lower 
left-hand cube, for the shed. Move the right- 
hand half cube over against the other half cube 
to form a roof. Move the two right-hand cubes 
two inches to the front, and one inch to the 
right. Join the quarter cubes which formed 
the steps into a half cube and place on top of 



these cubes with triangular face front, for the 
well house, Fig. 117. 

Church. — (Which they attended on the 
Sabbath) . Remove the roof of the wagon shed 
and form into a square prism. Place the well 
house on top of the shed and move this tower 
to the left of the barn, roof slanting right and 
left. Lay the prism in front of the tower, 
touching l)y its oblong face. Fig. 118. 





Fio-. 117. 



Fig. 118. 



Mary's Home. — (Where she returns after 
spending many happy days). Remove the 
right-hand side of the church, and place it 
against the left of the tower. Turn the half 
cubes on their oblong faces for the roof, the 
square faces slanting front and back, Fig. 119. 




Fig. 119. 

When the sequence is ended each child builds 
up his third of the cube, the three parts are 
pushed together and are i-eady to go into the 
boxes. 

SECOND SEQUENCE. 

This sequence shows how a third of the gift 
may be combined to produce one form. 

Country Home of a Wealthy Lady. — 
(Who loves little children) . One third of the 
gift is placed before each child, the top layer 
removed and placed two inches in front. Take 
the two right-hand cubes and stand in front of 
the left-hand cubes. Combine the two half 
cubes and place on the ])ack row of cubes for 
a roof, the oblong faces slauting right and left. 
Take the remaining whole cube, place one of 
the quarters on top, triangular face front, and 
stand at the right of the two front cubes. Com- 
bine two quarters into a square prism, witli the 
remaining cube on top, triangular face front, 
and stand upon the left front cubes. Fig. 120. 



134 



QUARTER CENTURY EDITION 



Barx. — (Standing back of the house, where the sequences shortened or lengtliened, accord- 
the cows and horses are kept, and where the ing to the capacity of tlie cliiklren. At the 
children like to climb the haymow to hunt close of the exercise the borrowed parts are 
eggs, and watch Mrs. Puss and her kittens returned, so that the thirds may be built up as 
frolic and play). Move the back half two they were at the beginning. Later on, the 
inches back, Fig. 121. thirds may be divided by three different ways 

into nine, and those into twenty-seven parts ; 
thus it will be seen that much mathematical 
knowledge may be gained through this gift. 





Fig. 120. 



Fig. 121. 



Tent. — (Where the hostess was obliged to 
shelter a number of ''fresh air" children whom 
she entertained). Take the roof off the barn 
and place it one inch back. Take the upper 
two cubes of the barn and place in front of tlie 
lower two, Fig. 122. 

Cottage. — (At a summer resort not far dis- 
tant, where the daughter is stopping, and to 
which the children are driven behind Grey and 
Dap})le for a day's pleasure) . Remove the quar- 
ter cubes from the house, place the remaining 
three culies in the center of the four back cubes, 
front and back, the two cubes to the front. 
Join the quarter cubes into twolong triangular 
prisms, and place on their oblong faces at the 
right and left of the center cubes for a roof, 
the square faces slanting right and left. Place 
the two half-cul)es on the front and back mid- 
dle cubes for roofs, triangular faces front and 
back. Fig. 12.S. 





Fio-. 122. 



Fig. 123. 



To combine the thirds : — 

Summer Hotel. — (Near the l)eacli). Re- 
verse the cottages so that the backs will face 
you. Let the child that divided the cube, re- 
move the quarters from his cottage and form 
two square prisms, on which his neighbor on 
each side places the back half cube from his 
cottage, and stands this with triangular face 
front, on the back middle cube. The right and 
left cottages are then moved until they touch 
the middle one, Fig. 124. 

These stories may be enlarged upon, and 




Fig. 124. 

If the entire gift is presented without any 
l)reliminary step, it should be used so simply 
that the child will feel delight in his material. 
Have the blocks arranged so that when taken 
from the box, the cubes will be uniform as to 
position and arrangement, the upper face show- 
ing the vertical, horizontal and slanting line, 
also three squares, six right isosceles triangles 
of one size and twelve smaller ones. 

The children should become thoroughly ac- 
quainted with the number of whole and divided 
cubes, that they may be able to make free and 
full use of the gift, and they will readily learn 
to lift the upper face with its twenty-one pieces, 
and place it unbroken on the table. 

Allow free scope to the childish imagination, 
and as with new material, free play directed 
1)}^ the kindergartner affoixls the best oppor- 
tunity for self- activity, it is well to let the chil- 
dren build each his own form, the teacher 
connecting all their various creations by some 
little improvised story. 

The combination of the cubes to form geo- 
meterical figures is full of interest, and the 
evolution of one form from anotlier, important 
in developing the child. From a rectangular 
prism have the children develop the rhoml)oidal 
prism, from this the trapezoidal, theii the pen- 
tagonal and hexagonal. 

The educating power of this gift is wonder- 
ful, and there seems no limit to its constructive 
power. It gives a large number of the most 
A'aried and beautiful forms of symmetry, and 
a strong impression is made, that real beaut}' 
can only be produced when one opposite bal- 



PARADISE OF CHILDHOOD. 



135 



ances another, if all the parts are equally reg- 
ulated by uniting them with one common cen- 
ter. The directions for forming these transi- 
tion figures should be direct and simple, so 
that the child can return to the original form, 
by reversing the movements without taxing 
him too much. 

The material is particularly adapted to 
architecture, and the forms of life come very 
near to reality on account of the prisms, which 
aid materially with their slanting surfaces to 
represent roofs, chimneys, towers, etc. The 
method followed in the handling of this ma- 
terial gives a sure guide for bringing order out 
of all manifoldness of form. The following 
sequence shows the use of the entire gift. 

THIRD SEQUENCE. 

Entire gift as placed ])efore each child, 
Fig. 125. 

Triumphal Arch. — Move the Ijack row of 
cubes two inches back and to the left. Remove 
the upper layer of half cu1)es, then separate 
into three columns, covering the right and left 
column with a half cube for a roof, and the 
center column with two halves joined by square 
faces. This forms three towers. Next move 
the front row of cubes to the right and on a 
line with what was the middle row, leaving a 
half-inch space between. Move the right-hand 




Fig. 125. 
column half an inch to the right, and the left- 
hand column one half-inch to the left, and 
over these three openings stand the towers, 
with triangular faces front and back, the tower 
with the double roof being placed over the 
center opening. The two remaining halves 
place right and left of the outside towers, with 
the oblong faces slanting away from the towers, 
Fig. 126. 

Gates of a Walled City. — ^love the right- 
hand tower so it stands on the cubes at its left 



and the left-hand tower so it stands on the 
cubes at its right. Remove the right and left 
columns and of the right column make a base 
of two cubes with the third cul)e over the cen- 
ter, and on top of this place the half cube with 
triangular face front. Do the same with the 
left-hand column, then push these against the 
front of the doulde columns. Fig. 127. 




Fig. 126. 

Cathedral. — Remove these two front jiieces 
and the towers. Place the six left-hand cubes 
at the back of the six right-hand cubes, form- 
ing a square prism, three cubes high. Against 
the right and left of this prism, place the two 
front pieces so that the roofs slant front and 
back. Take the four halves from the towers 
and combine them into a roof for the top of 
the prism, the oblong faces slanting right and 





Fig. 127. Fig. 128. 

left. Place the two towers together and stand 
them in front of the square prism. Lay the 
remaining tower directly in front of these, for 
steps, Fig. 128. 

From this form the children ma}' easily re- 
turn to the whole cube. In using the entire 
gift, each child might divide the gift into thirds 
using each third for a different form, making 
different lniildin<2:s in a town. 



FIFTH GIFT B. 



This gift combines cylindrical with cubical 
forms and is in the line of the further develop- 
ment of the sei'ies of building blocks which 
Fro-bel evidently intended to carry out, as it 
is obvious that after the blocks containing 
straight forms derived from the cube have been 
presented, the round forms derived from the 
sphere and cylinder should follow. 

This gift contains twelve whole cubes, three 
quartered cubes, eight hollowed cubes, and 
twelve half-cylinders. Like the fifth gift it is 
separated into three layers, one above the other. 

The first layer consists of nine whole cubes, 
Fig. 1 ; the second layer presents three whole 
■cubes, three quartered cubes, and three cylin- 
ders halved lengthwise, F'ig. 2 ; the third and 
upper layer has eight hollowed cubes and six 
half-cylinders. Fig. 3. 



P"'7 T'"l 



Have them combine two half-cylinders with 
the cube and they have the oval, Fig. 6, and 
with four half-cylinders they obtain the double 
oval, Fig. 7. 

Compare the half-cylinder with the triangu- 
lar prism and combine the two by square faces, 
Fig. 8. 

Place a half-cylinder and a triangular prism 




Fig. 1. Fig. 2, Fig. o. 

In presenting this gift let the children find 
familiar forms first, and when they have be- 
come acquainted with the new elements in the 
gift, they may find the simple combination of 
these forms, one with another. They will rec- 
ognize the cube and the triangular prism of the 
fifth gift, and the kindergartner should then call 
attention to the half -cylinder. Ask how many 
faces they find ? How many are curved ? how 
many are straight? They will notice that one 
face is a square like the face of the cube, that 
two are the form of a half -circle. Fig, 4, and 
that the fourth is a curved surface. 



J 



Fig.4. Fig. 5. Fig. 6. Fig. 7. Fig. 8. 

Ask how maii}^ edges the half cylinder has? 
Out of the six edges how many are straight? 
How many are curved? How many corners 
are there ? 

Let the children combine two half-cylinders 
and they will recognize their old friend the cylin- 
der, Fig. 5. By comparing the cylinder and 
cube the children will find they are of the same 
dimensions. 





Fig.9. Fig. 10. Fig. 11. Fig. 12. Fig. 13. 
on opposite sides of the cube, joining it by 
square faces, so one end will be rounded and 
the opposite end pointed. 

Bring out the peculiarities of the hollowed 
cube. Fig. 9. Call attention to the faces, which 
number seven ; two of them are square like the 
face of the cube ; two others are oblongs, just 
one half as large ; one is a hollow curved sur- 
face, and the top and bottom faces are equal, 
being a square with a quarter circle removed 
from one corner. Fig. 10. 

Ask how many edges they find on this form ; 
how many are straight, how many are curved ? 
What is the number of corners ? Let the chil- 
dren combine two of these hollowed cubes by 
oblong faces and an arch is obtained. Fig. 11, 





Fig. 14. Fig. 15. Fig. 1(3. 

these forms being especial^ adapted to that 
purpose. A combination of three hollowed 
cubes, forms three quarters of a circle. Fig. 12, 
and by uniting four an entire circle is made, 
showing a hollow center into which the cylinder 
may be fitted. Fig. 13. By joining the square 
faces instead of the oblong we have Fig. 14, 
and by combining with the half-cylinder, we 
have the undulating curve, as seen in Figs. 15 
and 16. 

After the children have seen the gift as a 
whole and have become acquainted with the 
different forms, it is well to separate it into 
three laj^ers, that the children may find the 
number of parts and the arrangement of each. 

These exercises may be given graduallj-, the 



PARADISE OF CHILDHOOD. 



137 



kindergaitner being careful that the child ob- style of architecture being prominent in the life 

serves with clearness and decision, advancing forms of which the accompanying illustrations 

him only as he is capable of making intelligent only serve as a hint to the possibilities of this 
use of his materials. 



FORMS OF LIFE. 




Ruins of a Cloister. 



17, 





Fig. 21. 



Monument. 



Fig. l.s. 
A Portion of a Wall. 





Fig. 22. 
Gate of a Fortress. 




Fig. 19. 

Ancient City Gate. 



Fig. 23. 
Railroad Train on Bridge. 





fig. 20. 

Royal Archway. Railroad Station. 

The curved line of this gift gives a special gift, which may be brought out under the skill- 
importance to the exercises. Arches and round ful direction of the kindergartner and the full 
columns may now be constructed, the Roman and careful attention of the children. 



138 



PARADISE OF CHILDHOOD. 




Fig. 25. 



Monument. 




Fm. 2G. 



Portico. 



FORMS OF SYMMETPvY. 

The forms of symmetry are treated in the 
same way as those of the previous gifts. vSe- 
quences may easily be developed and figures 
constructed which are varied and pleasing in 
design, the rounded forms of the gift giving a 
peculiar characteristic of their own. 




We give but a few illustrations, leaving the 
teacher free to follow her own ideas. 

In the forms of knoAvledge, the child's at- 
tention should be directed to those which are 
the most simple, as Figs. 5, 6, 7, 11, 12 and 




Fig. 28. 




Fig. 29. 




Fig. 30. 




Fig. ol. 
13, the children of the kindergarten being too 
young to grasp the special mathematical truths 
which may be derived by means of this gift. 



THE SIXTH GIFT. 

LARGE CUBE, CONSISTING OF DOUBLY DIVIDED OBLONG BLOCKS. 



As the Third and Fifth Gifts form an es- 
pecial sequence of development, so the Fourth 
and Sixtli are intimately connected with each 
other. The latter is, so to say, a lii<)jher po- 
tence of the former, permitting the observa- 
tion in greater clearness, of the qualities, rela- 
tion, and laws, introduced previously. 

The Gift contains twenty-seven oblong blocks 
of the same dimensions as those of the Fourth 
Gift. Of these twenty-seven blocks, eighteen 
are whole, six are divided breadthwise, each 
in two squares, and three by a lengthwise cut, 
each in two columns ; altogether making thirty- 
six pieces. 

The children soon become acquainted with 
this Gift, as the variety of forms is much less 
than in the preceding one, where by an oblique 
division of the cubes, an entirely new radical 
principle was introduced. 

It is here, therefore, mainly the proportions 
of size of the oblong and scpiare blocks, and 
columns contained in thisCiift and tlie number 
of each kind of these bodies, about which the 
child has to become enlightened, before engag- 
ing in building — playing, creating — with this 
new material. 

The cube is placed upon the table — all parts 
are disjoined — then equal parts collected into 
groups, and the child is then asked, "How 
many blocks have you altogether? How many 
pblong blocks ? how many square blocks? how 
many columns ? Compare the sides of the blocks 
with another, take an oblong block, how many 
square blocks <lo you need to cover it ? how 
many columns? 

Place the oblong block upon its long edge, 
now upon its shortest side — and state how 
many square blocks or columns you need in 
order to reach its height, in either case." Ex- 
ercises of this kind will instruct the child suf- 
ficiently, to allow it to proceed, in a short time 
to the individual creating, or producing occu- 
pation with this new Gift. 

FORMS OF LIFE. 

It is the forms of life, particularly, for which 
this Gift provides material, far better fitted, 
than any previously used. The oblong blocks 
admit of a much larger extension of the plane, 
and allow the enclosure of a much more ex- 



tensive hollow space, than was possible, for 
instance, with the cubes of the Fifth Gift. 
Innumerable forms can therefore be produced 
with this (Jift, and tlie attention and interest 
of the pupil will be constantly increased. 

This very variety, however, should induce 
the careful teacher to prevent the child's purely 
accidental production of forms. It is always 
necessary to act according to certain rules and 
laws, to reach a certain aim. The established 
princi})le, that one foi'm should always be de- 
rived from another, can be carried out here 
only with great dilliculty, owing to the ])eculi- 
arity of the mateiial. It is therefore frequently 
necessary, particularly with the more compli- 
cated structures, to lay an entirely new foun- 
dation for the building to be erected. 

It is necessary, at all times, to follow the 
child in his operations — his questions should 
always be answered and suggestions made to 
enlarge the circle of ideas. 

It affords an abundance of pleasure to a chihl 
to observe that we understand him and his 
work, it is, therefore, a great mistake in edu- 
cation to neglect to enter fully into the spirit 
of the pupil's sphere of thinking and acting ; 
and if we ever should allow ourselves to go so 
far as to ridicule his productions instead of 
assisting him to improve on them, we would 
commit a most fatal error. 

The selections of forms of life, nearly all of 
which are in the meantime forms of art and 
knowledge, because of their architectural fun- 
damental forms and the mathematical propor- 
tions of their single parts, can, therefore, not 
fail to give nourishment to various powers of 
the mind. 



ljlj 


il 


1 K 


I 


1 1 





Fig. 1. 

House Without Roof ; back wall has no 
door. 



140 



QUARTER CENTURY EDITION 




Fig. 2. 
Ground Plau for House. 




Fig. 3. 
Colounade. First row, five oblong blocks 
laid lengthwise, and back wall consisting of 
ten standing oblong blocks upon which are ten 
square blocks. 





Fig. 7. 
Monument in Honor of Some Fallen Hero. 
First row, eight oblong blocks ; second, square 
of nine square blocks, partially constructed of 
oblong blocks ; third, four single square blocks ; 
then four columns, four single square blocks, 
square of four square blocks, etc. 



Fig. 
Hall, with Columns. 





Fig. 5. 
Summer House. Vestibule formed by six 
columns. 



Fig. 8. 
Facade of a Large House. 





Fig. 6. 
Memorial Column of the Three Friends. 



Fig. 9. 
The Columns of the Three Heroes. 



PARADISE OF CHILDHOOD. 



141 





F\^. 10. 

Entrance to Hall of Fame. First row, six 
square and six oblong blocks ; second row, six 
obloni? blocks ; third row, six square blocks, etc. 



Yig. 14. 
Front Y'ww of a Factoiy. 







Ill?i 


ilHlllte 


^^ 
















ji 1 


1 




1 




li 






1| 


^ 


1 


1 








1' 



Fio-. 1 1 . 



Two Story House. 



TH 



Fiff. 12. 



Facade. 



Fig. 13. 
Covered Summer House. 



1 





Fig. 15. 
l)()iil)li' Colonnade. 




Fig. 16. 



An Altar. 




Fig. 17. 



INLonument. 



142 



QUARTER CENTURY EDITION 




Fig. 18. 
Columns of Coneonl. 

The fantasy of the child is inexhaustibly 
rich in inventing new forms. It creates gar- 
dens, yards, stables with horses and cattle, 
household furniture of all kinds, beds with 
sleeping brothers and sisters in them, tables, 
cluxirs, sofas, etc., etc. 

If several children combine their individual 
building they produce large structures, perfect 



barnyards with all outbuildings in them, nay, 
whole villages and towns. The idea that in 
union there is strength, and that by co-opera- 
tion great things may be accomplished, will 
thus early become manifest to the young mind. 
FORMS OF KNOWLEDGE. 

These also appear in much smaller numbers 
compared with the richness and multii)licity of 
the Fifth Gift. By the absence of oblique (ob- 
tuse and acute) angles, they are limited to the 
square and oblong, and exercises introduced 
with these previously, may be repeated here 
with advantage. 

All Frffibel's Gifts are remarkable for the 
peculiar feature that they can be rendered ex- 
ceedingly instructive by frequently introducing 
repetitions under varid conditions and forms, 
by' which means Ave are sure to avoid that dry 
and fatiguing monotony which must needs re- 
sult from repeating the same thing in the same 
manner and form. And still more, the child, 
thereby, becomes accustomed to recognize like 
in unlike, similarity in dissimilarity, oneness 
in multiplicity, and connection in the appar- 
ently disconnected. 

In Figs. 19-2;') all squares that can be formed 
Avith the Sixth (Tift aj-e represented. In Fig. 26 
Ave see a transition from the forms of knoAA'l- 
cdge to those of beauty. 







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Fig. 25. 



Fio-. 26. 



PARADISE OF CHILDHOOD. 



143 



FORMS OF BEAUTY. 

The forms of beauty of this Oift oft'er far 
less diversity than those of Oift No. 5 ; owing, 
however, to the peculiar proportions of the 
plane, they present sutlicient opportunity for 
characteristic representations, not to be neg- 
lected. 

We give in Figs. 27-41 a single successiou 
of development of such forms. The progres- 
sive changes are easily recognized, as the ob- 
long block , which needs to be moved to pi'o- 
dnce the following figure, is always marked b}' 
a letter. The center-piece always consists of 



two of the little columns, standing one upon 
another, and important modifications may be 
produced by using the oblong blocks in lying 
or standing positions. IJy employing the four 
little columns in various ways many pleasant 
changes can be produced by them. 

With the Sixth (iift we reach the end of the 
two series of develo[)ineiit given by Frcebel in 
the building blocks, Avhose aim is to acquaint 
the child with the general (pialities of the solid 
body l)y his own observation :vnd occupation 
with the same. 







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144 



QUARTER CENTURY EDITION 




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Fig. 39. 



Fig. 40. 
EDITOR'S NOTES. 



Fig. 41. 



While as a, whole, tliis gift is more like the 
fifth it surpasses tiiat gift in its constinietive 
capacity, the forms built being more complete 
and finished, and requiring more delicacy of 
touch, as they are of a lighter and more grace- 
ful style of structure and more easily destroyed. 

The column, which is the chief characteristic 
of the gift, and which was foreshadowed in the 
iifth gift when two quarters were joined by 
square faces, enables the children to 1)uild high 
structures resembUng Orecian architecture, be- 
side many other pleasing forms which are de- 
pendent upon it. 

In its parts this gift most resembles tlie 
fourth gift, and the forms like the bricks of 
that gift, can stand, lie or sit ; the different 
l)arts also serve in measuring length, breadth 
and heighth. 



Although not so rich and varied in forms of 
symmetry and knowledge, this gift is more 
suilal»le for the construction of life forms than 
any of the previous ones, and the number is al- 
most unlimited, the material being especially 
adapted for the forming of apertures. It al- 
lows the use of more forms of comparison than 
the other gifts, and emphasizes the proportion 
of different parts in respect to size, giving a 
clear idea of forms, their number and position. 

In introducing this gift, let the children see if 
they can lind any old friends among the forms, 
then count the edges, faces and corners of the 
l)rick, column and square plinth. Have them 
compare the column and brick, the square plinth 
and brick, and the column and square plinth. 
Lead them to see how the forms may vary in 
size and shape and yet be equal in volume. 



PARADISE OF CHILDHOOD. 



145 



Compare this gift witli the Hftli mid point out 
the different ways of dividing each. By sepa- 
rating this gift into sixhiyers the children may 
learu tlie number of bricks, colunuis and square 
plinths contained in it. The gift may be di- 
vided among three children by separating it 
into three groups, each consisting of two layers 
which they will si'c isone third of tliegift. The 
laying out of the gift and the building of one 
form may constitute a lesson. Then these 
forms may be built and joined together ; after- 
ward these steps may all be retraced to tlie 
layer, or the gift may be built up direct from 
the last form. 

Let the children experiment in linding and 
using the form which is best adapted for a cer- 
tain purpose, and they will soon see how the 
coUunn is fitted to meet certain needs. Give 
simple directions and let them work out the 
rest for themselves, having a definite purpose 
in view. Ask questions as to which form is 
best suited for their purpose, and lead them 
through the ideas of proi)ortion and form to 
reach certain results, never losing sight of the 
idea of unity in any building the children may 
do. As soon as tlie children are able, let each 
child have a whole gift, then sequences may be 
given and connected by a story. 

A LIFE SEQUENCE. 

Separate the gift, (Fig. 42) into six layers, 
three of which shall each contain three bricks 
and three square plinths ; the other three should 
consist of three bricks, two columns and one 



face, in front and against tlie center of the base 
and the remaining brick on the one just placed 
so that its narrow face will touch the square 
plinths. These bricks form the steps. Make 
tAvo similar figures with the remaining two 
thirds, as in Fig. 44. 





Place two of these thirds back to l)ack so 
that the steps will face to the right and left ; 
and against the front of this figure, place the 
steps from the remaining third, the upper brick 




Fig. 44. 
touching the square i^linths, leaving tlie inider 
brick one half inch from the base. Lift the 
remaining ])art of the third form with the ex- 
ception of the three bricks which make the base, 
and stand on top of the other two thirds, with 
the colunnis right and left. On this stand one 
of the remaining three bricks, the narrow face 
front. Form steps of the other two bricks and 
place in the rear, as in Fig. 45. 




Fig. 42. 

square plinth, wliich are placed one inch back 
of the former three layers, as in Fig. 43. The 
front and back right-hand layers form one third 
of the gift, with which we first build. 

Take two square plinths and place in the cen- 
ter of the riglitaud leftl)ricks of the frontlayer. Fig. 45. Fig. 46. 
On each square |)lintli stand a column, face Remove the standing brick, then lift the 
front, and place a square plinth on topofeacli upper part of this form down to the square 
column. Then lay a lirickfrom right to left on plinths which are on top of the lower columns, 
its broad face, on top of the two square plinths and put it one side, after having placed the 
just placed. Lay another brick on its broad removed brick between the two lower bricks to 



146 



QUARTER CENTURY EDITION 



form a base of three bricks. Take away the 
steps aucl place four of the bricks on their 
bi-oad faces, on top of the four square pUnths, 
the sides running right and left. On these 
place the remaining four bricks on their broad 
faces, the sides running front and back. Then 
stand the form which was put one side in the 
center of these four bricks, the columns being 
on the right and left, Fig. 46. 

Remove tlie top, including the base of three 
bricks, and place at the right of the figure, the 
bases touching by edges. Remove the remain- 




Of the two archways form steps for the three 
sections and we have the three original thirds, 
which the children may easily separate into 
layers, and then build up into the gift, the 
layers alternating. 

A BEAUTY WEC^UENCE. 

The fundamental form is an enclosed hexa- 
gon made with all the bricks, three of them 
forming each wide of the hexagon. Within the 
enclosed space is a her agon formed with square 
plinths, the face of each plinth being directly 
opposite the central brick of the outer hexagon. 
In the spaces of the large hexagon is a square 
plinth touching adjacent sides by corners, and 
at the outer edge of the plinth is a column touch- 
ing the center of each plinth by its square face, 
Fig. 49. 



Fig. 47. 

ing two layers of liricks down to the square 
plinths on the columns and place two of the 
bricks with edges running front and back, on 
top of the center and left hand square plinths, 
forming a figure similar to that on the right 
hand. Place two bricks on their narrow faces 
above the opening at the right with the edges 
extending over it. Cover these with a brick 
placed on its broad face. Repeat this over the 
opening at the left, as in Fig. 47. 




Fig. 48. 

Remove the six bricks just placed on top, 
and then turn the three sections of the figure 
lialf-way round, placing them in a line running 
fight and left, with an opening one inch wide 
between each section. Stand a brick with 
narrow face front, upon the exposed corners of 
the four center square plinths, and cover with 
the two remaining bricks placed on their broad 
faces, forming two archways, Fig. 48. 




Fig. 49. 

Push the center brick of each side of the 
hexagon toward the inner hexagon until their 
small faces meet, Fig. 50. 

Remove the square plinths forming the inner 
hexagon to the space directly opposite on the 
outer hexagon. Form a new inner hexagon 
with the square faces of the columns. Fig. 51. 

Push the bricks back to their original posi- 
tions. Fig. 52. 

Move the square plinths in the spaces out 
until two angles are in line with the angles of 
the adjacent bricks. Remove the columns 
from the center to the outside, and let them 
touch the plinths by their long faces. Fig. 58. 

Push the center brick of each side of the hexa- 
gon toward the center of the form, the angles 
meeting and outlining a small hexagon, Fig. 54. 



PARADISE OF CHILDHOOD. 



147 




Fio-. 50. 




Fio-. 51 





Fis. 55. 



148 



PARADISE OF CHILDHOOD. 



Turn the square plinths with one angle Move the plinths nearest the hexagon to the 
toward the center of the form, Fig. 55. spaces of the hexagon. Move the center bricks 

Move the cohnnns along until they touch the back to their original positions, Fig. 57. 

Change the columns so that they will touch 







Fig. 56. Fig. 

outer angle of the plinth next to them by the the last plinths moved by their square faces, 

center of their long faces. Move the remain-. Place the remaining plinths in the center to 

ing plinths to touch the colunnis on their outer from a small hexagon, and we have the origi- 

faces by an angle, Fig. 56. nal form. 



THE SEVENTH GIFT. 
SQUARE AND TRIANGULAR TABLETS FOR LAYING OF FIGURES. 



All mental development begins with con- 
crete beings. The material world with its mul- 
tiplicity of manifestations first attracts the 
senses and excites them to activity, thus caus- 
ing the rudimental operations of the mental 
powers. Gradually' — only after many proc- 
esses, little defined and explained by any sci- 
ence as yet, have taken place — man becomes 
enabled to proceed to higher mental activity, 
from the original impressions made upon his 
senses by the various surroundings in the ma- 
terial world. 

The earliest impressions, it is true, if often 
repeated, leave behind them a lasting trace 
on the mind. But between this attained pos- 
sibility to recall once-made observations to 
represent the object perceived by our senses, 
by mental image (imagination), and the real 
thinking or reasoning, the real pure abstrac- 
tion, there is a very long step, and nothing in 
our whole system of education is more worthy 
of consideration than the sudden and abrupt 
transition from a life in the concrete, to a life 
of more or less abstract thinking to which our 
children are submitted when entering school 
from the parental house. 

Fra'bel, by a loug series of occupation ma- 
terial, has successfully bridged over this chasm 
which the child has to traverse, and the first 
place among it, the laying tablets of various 
forms occupy. 

The series of tablets is contained in five 
boxes containing : — 

A. Quadrangular square tablets. 

B. Right angular (equal sides). ~) 

C. Equilateral. 

D. Obtuse angular (equal sides). 

E. Right angular (unequal sides) . 
The child was heretofore engaged with solid 

bodies, and in the representation of real things. 
He produced a house, garden, sofa, etc. It is 
true the sofa was not a sofa as it is seen in 
reality ; the one iMiilt by the child, was there- 
fore, so to say, an image already, but it was 
a bodily image, so much so that the child 
could place upon it a little something rej^re- 
senting his doll. The child considered it a 
real sofa, and so it was to the child, fulfilling, 
as it did, in his little world, the purposes of 
a real sofa in real life. 



Trian- 
gular 
tablets. 



With the tablets the embodied planes, the 
child cannot represent a sofa, but a form simi- 
lar to it ; an image of the sofa can be produced 
by arranging the squares and triangles in a 
certain order. 

We shall see, at some future time, how 
Frffibel continues on this road, progressing 
from the plane to the line, from the line to 
the point and finally enables the child to draw 
the image of the object, with pencil or pen in 
his own little hand. 

THE QUADRANGULAR LAYING TAB- 
LETS (Squares). 

(See Figs, i — 15). 

In a similar way as was done with the va- 
rious building gifts, the child is led to an ac- 
quaintance with the various qualities of the 
new material, and to compare it, with other 
things, possessing similar qualities. It is ad- 
visable to let the child understand the connec- 
tion existing between this and the previous 
gifts. The laying tablets are nothing but the 
embodied planes, or separated sides of the 
cube. Cover all the sides of a cube with 
square tablets and after the child has recog- 
nized the cube in the body thus formed, let it 
separate the tablets one by one, from the cube 
hidden by them. 

The following, or similar questions are here 
to be introduced : — What is the form of this 
tablet? How many sides has it? How many 
angles? Look carefully at the sides. Are they 
alike or nnlike each other? They are all alike. 
Now look at the corners. These also are all 
alike. Where have you seen similar figures? 

What are such figures called ? Can you show 
me angles somewhere else ? Where the two 
walls meet is an angle. Here, there and every- 
whei'e you find angles. 

But all angles are not alike, and they are 
therefore differently named. All these dif- 
ferent names you will learn successively, but 
now let us turn to our tablet.^ Place it right 
straight befoi'e j^ou upon the table. Can you 
tell me now what direction these two sides 
have which form the angle ? The one is hori- 
zontal, the other vertical. An angle which is 
formed if a vei'tical meets a horizontal line, is 
called a right angle. How many of such 



150 



QUARTER CENTURY EDITION 



angles can you count on 3^ouv tablet ? Four. 
Show me such right angles somewhere else. 

By the acquisition of this knowledge the 
child has made an important step forward. 
Looking for horizontal and vertical hues, and 
for right angles, he is led to investigate more 
deeply the relations of form, which he had 
heretofore observed only in regard to the size 
conditioned by it. 

The child's attention should be drawn to the 
fact that, however the tablet may be placed 
the angles always remain right angles though 
the lines are horizontal and ve]-tical only in 
four positions of the tablet, namely, those 
where tiie edges of the tablet are placed in the 
same direction with the lines on the table be- 
fore the child. This Avill give occasion tu lead 
the child to a general perception of the stand- 
ing or hanging of objects according to the 
plunnnet. 

• But the tablet will force still another obser- 
vation upon the child. The opposite sides 
have an equal direction ; they are the same 
distance from each other in all their points ; 
they never meet, however many tablets the 
child may add to each other to form the lines. 

The child learns that such lines are called 
parallel lines. He has observed such lines 
frequently before this, but begins just now to 
understand their real being and meaning. He 
looks now with much more interest than ever 
before at surrounding tables, chairs, closets, 



houses, with their straight line ornaments, 
for now the little cosmopolitan does not only 
receive the impressions made by the surround- 
ings upon his senses, but he already looks for 
something in them, an idea of which lives in 
his mind. Although unconscious of the fact 
that with the right angle and the parallel line, 
he received the elements of architecture, it 
will pleasantly incite him to new observations 
whenever he hnds them again in another ob- 
ject which attracts his attention. 

The teacher in remembrance of our oft- 
repeated hints, will proceed slowly, and care- 
fully, according to the desire and need of the 
child. She repeats, explains, leads the child 
to make the same observations in the most 
different objects, and changing circumstances, 
or guides the child in laying other forms of 
knowledge, (l^'iug or standing parallelograms 
Fig. 4 and 5), of life, (Steps, Fig. 6 and 8, 
double steps. Fig. 7 and 9, door. Fig. 10, sofa, 
Fig. 11, cross. Fig. 12), or forms of beaut}', 
(Figs. 13, 14 and"l5). 

The number of these forms is on the whole 
only very limited. It is well now to augment 
the number of tablets in the hands of the pu- 
pil, by two, when a much larger number of 
forms can be produced. The various series 
of forms of beauty, introduced with the third 
Gift, can be repeated here and enlarged upon, 
according to the change in the material now 
at the disposal of the child. 




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Fig. 14. Fig. 15. 



PARADISE OF CHILDHOOD. 



151 



RIGHT-ANGLED TRIANGLES. 

(See Figs. i6 — 59). 

As from the whole cube, the divided cube 
was produced, so by division the triangle 
springs from the square. By dividing it di- 
agonally in halves, we produce the rectangu- 
lar triangle with two equal sides. 

Although the form of the triangle was pre- 
sented to the child in connection with the Fifth 
Gift, it here appears more independently, and 
it is not only on that account necessary to ac- 
quaint the child with the qualities and being 
of the new addition to his occupation material, 
but still more so because the forms of the tri- 
angles with which as a natural sequence he 
will have to do hereafter, will be entirely un- 
known to the pupil. The child places two tri- 
angles, joined to form a square upon the table. 

What kind of a line divides your four- 
cornered tablet? An oblique or slanting line. 
In what direction does the line cut your square 
in two? From the right upper corner to the left 
lower corner. Such a line we call a diagonal. 

Separate the tAvo parts of the square, and 
look at each one separately. What do you 
call each of these parts ? What did you call 
the whole? A square. How many corners or 
angles had the square? Four. How many 
corners or angles has the half of the square 
you are looking at? Three. This half, there- 
fore, is called a triangle, because, as I have 
explained to you before, it has three angles. 
How man}' sides has your triangle ? etc. 

Looking at the sides more attentively, what 
do you observe? One side is long, the other 
two are shorter, and like each other. These 
latter are as large as the sides of the square, 
all sides of which were alike. 

Now tell me what kind of angle it is, that 
is formed by these two equal sides? It is a 
right angle. Wh}?? and what will you call the 
other two angles? How do the sides run which 
form these two angles? They run in such a 
way as to form a very sharp point, and these 
angles are, therefore called acute angles, which 
means sharp-pointed angles. Your triangle 
has then, how many different kinds of angles? 
Two ; one right angle, and two acute angles. 

It is not necessary to mention that the al)ove 
is not to be taught in one lesson. It should 
be presented in various conversations, lest the 
acquired knowledge might not be retained by 
even the brightest child. The attention of the 



pupil may also be led, in subsequent conver- 
sations to the fact that the largest side is op- 
posite the largest angle, and that the two 
angles are alike, etc. Suflicient opportunity 
for these and additional remarks will offer 
itself during the representations of forms of 
life, of knowledge, and of beauty, for which 
the child will employ his tablets, according to 
his own free will, and which are not neces- 
sarily to be separated, neither here nor in any 
other part of these occupations, although it is 
well to observe a certain order at any time. 

Whenever it can be done, elementary knowl- 
edge may well be imparted, together with the 
representations of forms of life, and forms of 
beauty. 

In order to invent, the child must have ob- 
served the various positions which a triangle 
may occupy. It will find these acting accord- 
ing to the laws of opposites, already familiar 
to the child. 

The ri(jht angle, placed to the n(i]if front, 
(Fig. 17) will bring it into the opposite posi- 
tion to the left hack, (Fig. 18) then into the 
mediative positions, to the left front, (Fig. 19) 
and to the right hack, (Fig. 20). By turning, 
the right angle comes hack of the long side, 
(Fig. 21) and in the opposite position it comes 
to the//'Oi^^of theHypothenuse, (Fig. '22) then 
to the right, (Fig. 23) and Anally to the left oi 
it. (Fig. 24). "^ 

The various positions of two triangles are 
easily found by moving one of them around 
the other. Figs. 26-31 are produced from Fig. 
25, by moving the back triangle, in six steps, 
around the other triangle, always keeping it in 
its original position. 

In Figs. 32-37, the changes are produced, 
alternating regularly between a turn and a 
move of the back triangle. In Figs. 38-47, 
simply turning takes place. 

After the child has become acquainted with 
the lirst elements from which its formations 
develop, it i-eceives for a beginning four of 
the triangled tablets. It then places the right 
angles together, and thereby forms a stand- 
ing full square. (Fig. 48). 

By placing the tablets in an opposite posi- 
tion turning the right angles from within to 
without, it produces a lying square with the 
hollow in the middle, (Fig. 49). This hollow 
space has the same shape and dimensions as 
Fig. 48. The child wiU fancy Fig. 48 into the 



152 



QUARTER CENTURY EDITION 



place of this hollow space, aud will thereby 
transfer the idea of a full square upon an 
empty or hollow one, and will consequently 
make the first step from the perception of the 
concrete to its idea, the abstraction. 

The child will now easily find mediative 
forms between these two opposites. It places 
two right angles within and two without, (Figs. 
58 and 59) two front aud two back (Fig. 50) 
two to the right, and two to the left (Fig. 51). 

So far, two tablets always remained cou- 
nected with one another. By separating them 
we produce the new mediative forms, Figs. 52, 
63, 54 and 65, in Avhich again two and two are 
opposites. But instead of the right, the acute 
angle may meet in a point also, and thus Figs. 
56 and 67 are produced, which are called ro- 
tation forms, because the isolated position of 
the right angle suggests, as it were, an incli- 
nation to fall, or turn, or rotate. 

The mediation between these two opposite 
figures is given in Figs. 50 and 51 — between 



them and Figs. 49 and 50 in Figs. 58 and 59 ; 
and it should be remarked in this connection, 
that these opposites are conditioned by the 
position of the right angle in all these cases. 
All these exercises accustom the pupil to a 
methodic handling of all his material. They 
develop a correct use of his eye, because regu- 
lar figures will only be produced when his tab- 
lets are placed correctly and exactly in their 
places shown by the network on the table. 
The precaution which must be exercised by 
the child not to disturb the easily movable 
tablets, and the care employed to keep each 
in its place, are of the greatest importance for 
future necessary dexterity of hand. In a still 
greater degree than by these simple elemen- 
tary forms just described, this will be the case, 
when the pupil comes into possession of a larger 
number of tablets — up to sixty-four — for the 
formation of more complicated figures, ac- 
cording to the free exercise of his fantasy. 

























































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Figures 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26. 



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Figures 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 



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Figures 38, 39, 40, 41, 42, 43, 44, 45, 46. • 47. 




Figures 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59. 



PARADISE OF CHILDHOOD. 



153 



FORMS OF LIFE. 

(See Figs. 6o— So.) 

All hints given in connection with the build- 
ing blocks, are also to be followed here, with 
this difference only, that we now produce ima- 
ages of objects, whereas, heretofore we united 
the objects themselves. 

With four tablets the child forms Fig. 
60, a flower pot. Fig. 61, a little garden- 
house. Fig. 62, a pigeon-house. 

With eight tablets Fig. 63, a cottage. Fig. 
64, a canoe or boat. Fig. 65, a covered goblet. 
Fig. 66, a lighthouse. Fig. 67, a clock. 

With sixteen tablets Fig. 68, a bridge with 
two spans. Fig. 69, large gate. Fig. 70, a church. 
Fig. 71, a gate with belfry. Fig. 72, a fruit 
basket. 

With thirty-two tablets Fig. 73, a peasant's 
house. Fig. 74, a forge with high chimney. Fig. 
75, a coffee-mill. Fig. 76, a coffee-pot without 
handle. 

With sixty-four tablets Fig. 77, a two-story 
house. Fig. 78, entrance to a railroad depot. 
Fig. 79, a steamboat. 

In Fig. 80, we see the result of combined 
activity of many children. Although to some 
grown persons it may appear as if the images 
produced do not bear much resemblance to 
what they are intended to represent, it should 
be remembered that in most cases, the chil- 
dren themselves have given the names to 
the representations. Instructive conversation 
should also prevent this drawing with planes, 
as it were, from being a mere mechanical pas- 
time ; the entertaining, living word must in- 



fuse soul into the activity of the hand and its 
creations. Each representation, then, will 
speak to the child and each object in the 
world of nature and art will have a story to 
tell to the child in a language for which he 
will be well prepared. 

We need not indicate how these conversa- 
tions should be carried on, or what they should 
contain. Who would not think in connection 
with the pigeon-house, of the beautiful white 
birds themselves, and the nest they build ; the 
white eggs they lay, the tender young pigeons 
coming from them, and the care with which 
the old ones treat the young ones, until they 
are able to take care of themselves? An ap- 
plication of these relations to those between 
parents and children, and, perhaps those be- 
tween God and man, who, as His children en- 
joy His kindness and love every moment of 
their lives, maybe made, according to circum- 
stances — all depending on the development of 
the children. However, care should always be 
taken not to present to them, what might be 
called abstract moi'als which the young mind 
is unal)le to grasp, and which, if thus forced 
upon it cannot fail to be injurious to moral de- 
velopment. The aim of all education should 
be love of the good, beautiful, noble, and sub- 
lime ; but nothing is more apt to kill this very 
love, ere it is born, than the monotony of dry, 
dull preaching of morals to young children. 
Words not so much as deeds — actual experi- 
ences in the life of the child, are its most natu- 
ral teachers in this important branch of edu- 
cation. 






Fig.60. Fio-. 61. Fig. 62. Fig. 63. Fig. 64. Fig. 65. Fig. 66. Fig. 67. 








Fig. 68. 



Fig. 69. Fig. 70. 



Fig. 71. 



Fig. 72. 



154 



QUARTER CENTURY EDITION 




Fig. 73. 



Fio'. 



Fis. 74. 



Fio-. 75. 



Fio-. 76. 




Fig. 78. 



Fig. 79. 



















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Fig. 80. 



FORMS OF KNOWLEDGE. 

(See Figs. 81—94). 

These tablets are, especially qualified to 
bring to the observation of the child different 
sizes of the same forms and equal sizes in dif- 
ferent forms. 

By joining two, four and eight tablets, we 
become acquainted with the regular figures 
which may be formed with them, as shown in 
Figs. 81-86. These with the exception of Fig. 
81 are made from the four triangles arranged 
in different forms. 

Figs. 87, 88 and 89 show triangles of which 
each is double the size of the previous one. 
In the squares shown in Figs. 90 and 91, the 
latter is double the size of the former. Fiss. 



92-94 show two triangles of tlie same size laid 
to produce different forms. 

That the contemplation of these figures and 
the occupation with them, must tend to facili- 
tate the uuderstanding of geometrical axioms in 
the future, who can doubt? And who can gain- 
say that mathematical instruction,. by means of 
Fra^iel's methods must needs be facilitated, 
and better results obtained? That such in- 
struction, will be rendered more fruitful for 
practical life, is a fact which will be obvious to 
all, who simply glance at our figui'es, even with- 
out a thorough explanation. They contain 
demonstratively the larger number of the axi- 
oms in elementary geometrv, Avhich relate to 
the conditions of the plane in regular figures. 



PARADISE OF CHILDHOOD. 



155 



For the present purpose, it is sufficieut if 
the child learns to distinguish the various kinds 
of angles, if he knows that the right angles are 
all equally large, the acute angles smaller, and 
the obtuse angles larger than a right angle, 
which the child will easily understand by put- 
ting one upon another. A deeper insight in 
the matter must be reserved for the primary 
department of instruction. 



constantly touch one another. The opposite 
— long side touching short — we have in Fig. 
117, and by traveling from right to left of half 
the triangles. Figs. 117-122 are obtained. We 
would have secured a much larger number of 
forms, if we had not interrupted progress by 
turning the triangles produced by Fig. 121. 

In the fundamental forms Figs. lUo and 
117, the sides touched one another. Fig. 123 




A 



m 



Fig. 81. Fig. 82. Fig. 83. Fig. 84. Fig. 85. 



Fio-. 86. 



Fig;. 87 



Fig. 88. Fig. 89. Fig. 90. Fig. 

FORMS OF BEAUTY. 

(See Figs. 95—151). 

Owing to the multiplicity of elementarj^ forms 
to be made with the triangles, the number of 
Forms of Beauty is very large, and the great di- 
versity and beauty of the forms produced by the 
triangle, square, rhomb, hexagon and octagon, 
lend a lasting charm to the child's occupation. 
His inventive power and desire, led by law, 
will find constant satisfaction, and to give sat- 
isfaction in the fullest measure should be a pro- 
minent feature of all systems of education. 

FORMS BUILT WITH EIGHT TABLETS. 

In working with this number we can illus- 
trate the most varied principles. Figs. 95-104 
are obtained by doubling the forms produced 
by four tablets, (Figs. 48-59). Figs. 105-116 
start from the fundamental form Fig. 105, 
making one-half of the tablets move from left 
to right, the length of one side, with each 
move. New figures would be produced if we 
moved from right to left in a similar manner. 
In these figures, sides always touch sides, and 
corners toach corners — cousequentl}', parts of 
the same kind. 

The transition or mediation between these 
two opposites, the touching of corners and 
sides, would be produced by shortening the 
movement of the traveling triangle one-half, 
permitting it to proceed one-half side only. 

But let us return to the fundamental form 
Fig. 105. In it, either long sides or short sides 



91. 



Fig. 92. 



Fig. 93. Fig. 94. 



shows that they may touch at the corners only. 
In this figure, the right angles are without ; in 
Figs. 124 and 125, they are within. Fig. 125 
is the mediation between Figs. 105 and 124, 
for in Fig. 105 four tablets touch w'ith their 
sides and in Fig. 124 four with the corners. 
Fig. 126 is the opposite of Fig. 125, full cen- 
ter, (empty center), and mediation betAveen 
Figs. 123 and 124 — (four right angles with- 
out, as in Fig. 123 and four within, as in Fig. 
124). It is already seen, from these indica- 
tions, what a treasure of forms enfolds itself 
here. 

FORMS BlILT WITH SIXTEEN TABLETS. 

It would be impossible to exhaust them. 
Least of all, should it be the task of this Avork 
to do this, when it is only intended to show 
how the productive self-occupation of the pu- 
pil can fittingly be assisted. We believe, be- 
sides, that we have given a sufficient number 
of ways on which fantasy may travel, perfectly 
sure of finding constantly ncAV, beautiful, eye 
and taste developing formations. We, there- 
fore, add Figs. 127-141 which are produced 
by quadrupling some of the elementary forms 
given in Figs. 48-59, and also Figs. 142-144 
Avhich indicate how new series of forms of 
beauty may be developed from each of these 
forms. It must be evident, even to the casual 
observer, liow here also the law of opi)Osites, 
and their junction was observed. Opposites 
are Figs. 127 and 128; mediation Figs. 129 



156 



QUARTER CENTURY EDITION 



aud 130 ; opposites, Figs. 131 aud 132 ; medi- 
ation Figs. 133, 134 and 135 ; opposites, Figs, 
136 aud 137 ; mediation Fig. 138, etc. 

FORMS BUILT WITH THIRTY-TWO TABLETS. 

As heretofore, we proceed here, also, in the 
same manner, by multiplying the given ele- 
ments, or by means of further development, 
according to the law of opposites. As an ex- 
ample, we give Figs. 145-148, the members 
of which ai-e produced by a four-fold junction 
of the elements of Figs. 103 and 104. Figs. 
145 and 146 are opposites; Figs. 147 and 148 
are mediative forms. 

FORMS BUILT WITH SIXTY- FOUR TABLETS. 

Here, also, the combined activity of many 
children will result in forms most interesting. 
There is another feature of this combined ac- 
tivity not to be forgotten. The chikb'en are Inisy 
obeying the same law ; the same aim unites 
them — one helps the other. Thus the condi- 



tions of human society — family, community, 
states, etc., — are already here shown in their 
effects. A system of education which, so to 
speak, by mere play, leads the child to ap- 
preciate those requisites, by compliance with 
which it can successfully occupy its position 
as man in the future, certainly deserves the 
epithet of a natural aud rational one. 

Figs. 14i), 150 aud 151 are enlarged pro- 
ductions fiom Figs. 131 and 132, They are 
planned in such a way, as to admit of being 
continued in all directions, and thus serve to 
carry out the representation of a very large 
design. 

After having acted so fai', according to in- 
dications made here, it is now advisable to 
start from the fundamental forms presented 
in the Fifth Gift and to use them, with the 
necessary modilications, in farther occupying 
the pupils with the tablets. 






Fig. 95. Fig. 96. Fig. 97. Fig. 98. Fig. 99. Fig. 100. Fig. 101. Fig. 102. 








Fig. 103. 



Fig. 104. Fig. 105. Fig. 106, Fig. 107. Fig. 108. 







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Fig. 109. 



Fig. 110. 



Fig, 111. Fig. 112. Fig. 113. Fig. 114. 



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Fig. 115. 



Fig. 116. 



Fig. 117. Fig. 118. Fig. 119. 



Fig. 120. 



PARADISE OF CHILDHOOD. 



157 




Fig. 121. Fig. 122. Fig. 123. Fig. 124. Fig. 125. Fig. 126. 




Fig. 127. Fig. 128. Fig. 129. Fig. 130. Fig. 131, 



Fig. 132. 




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Fig. 139. Fig. 140. Fig. 141. Fig. 142. Fi^. 143. Fig. 144. 



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Fig. 147. 



Fig. 148. 



158 



QUARTER CENTURY EDITION 











































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Y\g. 14'J. Fig. 150. 

THE EQUILATERAL TRIANGLE. 

(See Figs. 152 — 227J. 

So far the right angle has predominated in 
the occupations with the tablets, and the acute 
angle only appeared in subordinate relations. 
Now it is the latter alone which governs the 
actions of the child in producing forms and 
figures. 

The child will naturally compare the eqnila- 
teral triangle, wliich he now I'eceives with the 
isosceles, right-angled tablet already known to 
him. Both have three sides, both three angles, 
but on close observation not only their simi- 
larities, but also their dissimilarities will be- 
come apparent. The three angles of the new 
triangle are all smaller than a right angle, are 
acute angles and the three sides are just alike, 
hence the name — equilateral — meaning '•'•equal 
sided" triangle. 

Joining two of these equilateral tal)lets the 
child will discover that it cannot form a tri- 
angle, square or any of the regular figures pre- 
viously produced. To undertake to procluce 
forms of life with these tablets would prove 
very unsatisfactory. 

FORMS OF KNOWLEDGE. 

These are of particular interest because they 
present entirely new formations. 

It has been mentioned before, that the previ- 
ously introduced regular mathematical figures 
do not appear here as a whole. However, a 
triangle can be represented by four or nine 
tablets, a rhomboid by four, six or eight tab- 
lets, a trapezium by three, and manifold in- 
structive remarks can be made and experi- 
ences gathered in the construction of these 
figures. But above all, it is the rhombus and 
Ijexagon, with which the pupil is to be made 



Fio-. 151, 



acquainted here. The child unites two tri- 
angles by joining side to side, and thus pro- 
duces a rhombus. 

The child compares the sides — are they 
alike ? What is their direction ? Are they paral- 
lel? Two and two have the same direction, 
and are therefore parallel. 

The child now examines the angles and finds 
that two and two are of equal size. They are 
not right angles. Triangles, smaller than right 
angles, he knows, are called acute angles, and 
he hears now that the larger ones are called 
obtuse angles. The teacher may remark that 
the latter are twice the size of the former ones. 
By these remarks the pui)il will gradually re- 
ceive a correct idea of the rhombus and of the 
qualities by which it is distinguished from 
the quadrangle, right angle, trapezeium and 
rhomboid. 

In tlie same manner, the hexagon gives oc- 
casion for interesting and instructive questions 
and answers. How many sides has it? How 
many are parallel ? How many angles does it 
contain? What kind of angles are they? How 
lai'ge are they as compared with the angles of 
the equal sided triangle? Twice as large. 

The power of observation and the reason- 
ing faculties are constantly developed by such 
conversation, and the results of such exercises 
are of more importance than all the knowledge 
that may be acquii^ed in the meantime. 

The greater part of this occupation, how- 
ever, is not Avithin the Kindergarten proper, 
but belongs to the realm of the Piimary school 
department. If they are introduced in the 
former they are intended only to swell the 
sum of general experience in regard to the 
qualities of things, whereas in the latter, they 



PARADISE OF CHILDHOOD. 



159 



serve as a foundation of real knowledge in 
the department of mathematics. 

THE FORMS OF BEAUTY. 
The child first receives three tablets and will 
find the various positions of the same toward 
one another according to the law of opposites 
and their combination. 



Fio-. 171. 




Fig. 174. Fig. 175. 



Fig. 176. 



Fig.152. Fig.153.Flg.154. Fig.155. Fig. 156. 



Fig 157. Fig. 158. Fig.159. Fig. 160. 

SIX TABLETS. 

The child will unite his tablets around one 
common center (Fig. 161), form the opposite 
(Fig. 162), and then arrive at the forms of 
mediation Figs. 163, 164, 165 and 166, or he 
unites three elementary foi'ms each composed 
of two tablets as done in P^ig. 167 and forms 
the opposite Fig. 168 and the mediations Figs. 
169 and Fig. 170 or he starts from Fig. 161, 
turning first one, then two, then three tablets, 
outwardly. By turning one tablet Pigs. 172 
and 173, by turning two tablets Figs. 174, 175, 
176, 177, i78, 179, and 180 are produced from 
Fig. 171. This may be continued with three, 
four and five tablets. All forms thus received 
give us elementary forms which may be em- 
plo3'ed as soon as a larger number of tablets 
are to be used. 



Fig. 177. Fig. 178. Fig. 179. Fig. 180. 

NINE TABLETS. 

As with the right-angled triangle, small 
groups of tablets were combined to form 
iaroer figures, so we also do here. The ele- 
meutary^forms, Figs. 152-160 give us in three- 
fold combination the series as shown in Figs. 
181-191 which in course of the occupation 
may be multiplied at will. 






Fio-. 162. 



Fig. 163. 





Fio-. 164. 



Fio-. 165, 



Fig. 166. 





Fiff. 181. Fig. 182. Fig. 183. Fig. 184. 




Fig. 185. Fig. 186. Fig. 187. Fig. 188. 





Fig. 189. 



Fiff. 190. 



Fiff. 191, 



Fig. 167 



TWELA'E TABLETS. 

Half of the tablets are of light wood and 
half dark. By this difference in color, opposites 
are rendered more conspicuous, and these 
twelve tablets Urns afford a splendid opportu- 
nity for illustrating more forcibly the law of 
opposites and their combination. Figs. 192- 
227, show how, by combination of opposites 
in the forms a and b, every time the star c is 



160 



QUARTER CENTURY EDITION 



produced. Entirely new series of forms may 
be produced by employing a larger number of 
tablets, eighteen, twenty-four or thirty-six. 
We are, however, obliged to leave these repre- 
sentations to the combined inventive powers of 
teacher and pupil. 





Fig. 213. 



Fig. 214. 



Fig. 215. 





Fig. 192. Fig. 193. 



Fig. 194. 




Fis. 216. 



Fio". 217. 



Fio-. 218. 





Fig. 195. Fig. 196. Fig. 197. 




Fig. 198. Fig. 199. Fig. 200. 





Fig. 201. Fig. 202. 



Fig. 203. 





Fig. 204. Fig. 205. 



Fio-. 206. 






Fig. 207. Fig. 208. 



Fig. 209. 








Fig. 219. Fig. 220. 



Fiff. 221. 





Fio-. 222. Fig. 223. 



Fio-, 224. 






Fig. 225. 



Fig 226. 



Fig. 227, 



THE OBTUSE-ANGLED TRIANGLE 
WITH TWO SIDES ALIKE. 

(See Figs. 22S— 250). 

The child receives a box with sixty-four 
obtuse-angled tablets. He examines one of 
them and compares it with the right-angled 
triangle, with two sides alike. It has two sides 
alike, has also two acute angles, but the third 
angle is larger than the right angle ; it is an 
obtuse-angle, and the tablet is, therefore, an 
obtuse-angled triangle with two sides alike. 

The pupil then unites two and two tablets by 
la3nng them so that edges join edges, corners 
touch corners and edges join corners as shown 
in Figs. 228-236. 




Fig. 210. Fig, 211. 



Fig. 212. 



Fia. 228. 



Fio-. 229. 



PARADISE OF CHILDHOOD. 



161 



Fio-. 230. 



P^is. 231. 



Fig;. 232. 



Fig. 233. 




Fis. 240. 



Fiaf. 2-11, 



Fio-. 234. 



Fio-. 23.5. 




The next preliminary exercise, is the com- 
bination by fours, of the elementai-y forms thus 
produced. Peculiarly beautiful, mosaic-like 
forms of beauty result from this process, 
such as Fios. 237-243, which are produced by 
the combination of two opposites or by medi- 
ative forms. Figs. 244-250 are samples of 
forms of life. 





Fio-. 237. 



Fig. 238. 






Fio-. 242. 



Fi2. 243. 



The forms of knowledge which maj^ be pro- 
duced, afford oi)]Jortunity to repeat what has 
been taught and learned previously about pro- 
portion of form and size. In the Primary 
School the geometrical proportions are further 
introduced, by which means the knowledge of 
the pu))ils, in regard to angles, as to the i)0- 
sition they occupy in the triangle, can be suc- 
cessfully developed by practical observation, 
without the necessity of ever dealing in mere 
abstractions. 






Fis. 244. 



Fi^. 24.5. 



Fis. 246. 




Fio-. 239. 



Fiff. 247. 



Fig. 248. 



!(;:;> 



oiiAiM'Ki: (ji<;n'imii:,\' i<;i)I'I'I()N 




Fitr. iMi). 



A (•(HiipniiMoii with the ri^lil-:iiinlc(| t I'liiii^^lc 
witli two ('(iiiiil sides will iMcililMlc llir iii:iticr 
<>iv:itly. 

()ii llic wlnilc, liowcvcr, llic pioccss of dc- 
Vi!l<)|»iii('iil iii:iy lif |)(iisiic(|, ;is rcpcidcilly in 
(]icsi,t(;(l on prcvioiis orcnsioiis. 




I'm: Ki(;ii'i'-AN(5i.Ki) IMMANCIJ-: uiiii 
NO K(7i;ai. sidks. 

(Shic iMiis. ji;i— jSo), 

Tlic lilllc liox coiiL-iinin;^- lirty-six l:il»l('t,s 
of llic :il)o\»' (Icsci'iplioii, (inch of wliicli sire 
in I'orni like onc-liiiH' of llir ol)t iiH('-iUii.'li'(l tri- 
:inL!,lf, cnnlilcs llic child l(t rcprcsciil, ii, «.>;oodly 
nninltci' ol' I'ornis of lil'c, :is slio>vu in Kiij;s. 




KJo. 2')!. 

In producing!; tlicMi Hiilllcicnl, opporlimilics 
will prcsi'iil, tlu'insi'ivcs to IcMhc child lind oiil 
the (|n-dilicM of llic new occiipnl ion ni:iieri:d. 




Fiii,. 2.0r>. 



Fiii. •2:r2. 



.J 



Viii. 2r.(;. 



PARADISE OF CHILDTIOOr). 



163 




=--^11^ 




Fio'. 2r>«. 




Fiu-. -i;")!). 




Fiii-. 2(!0. 




Fio-. 20 1, 






Fio-. 207. 




Fiir. 2(;;5. 




Fig. 264. 

The variety of the forms of lieauty to l)e laid 
with these tablets, is especially founded on their 
combination in twos. Figs. 265-270 show the 
forms produced by joining equal sides. 



104 



QUA I, "I' I*: If (;knimji;v kdi'imon 



V\<y. 2r,r,. Kiti'. 200. Fijr. 207, 



Fi-j. 208. Fi«r. 201). Fijr. 270. 



Vol llic purpose, :ilso, of picsciil iiiti,' 1(» IIk; 
(rliild'H ()bH(M'Viiti()ii, ill :i new sli.'ipc, propor- 
lioiiH of foi'iii .'iikI hI/c, ill llic production of 
forms of kiiovvlc(|o(.^ Ilicscr lahlctH uri; vory 
Hcrvicciililc. 

Like llic prc\ioiis Inlilcts, llicsc iilso, nnd ;i 
foiiowiiij;' Hct, of Hiinil.'ir iiihlcts, iirc used in 
llic I'liiiiniy Dcpjirtiiiciit for t'iiliv(!iiiii<;' llic 



III Hiiiiihu- iiiMiiiicr, tliccliild iiiiH to find out iiiMtiiiclion in (iconictry. It; is ludicvcd tJitit 

the foniiH vvliicli will he tJie resiiK of joiiiiiif^- not liiiio' Ikih ever Iku'Ii invented to so fjicililjitc, 

(Illlike (ido-eH, like coincis, unlike coiners, :iii(l <'>'"'' I't'nder intercHtiiit!; to IcMcliei' iuid pupil, 

liinilly corners :iiid cd^cs. f'"' inslriiclion in this so iniporlMiit lii'iuicli of 

l{y:i roiirfold coiiihiniitionof sncliclcMiciilMry cdiiciilioii :is Hie ImMcIs forming- llie Seventh 

foriiiH Hie child I'cccives Hie ni:ileri:il ( Im-^s. <iifl<'f l''r(cl»el's Occiipiidon ,M:ilcii!il, the UHC 

27I-2.S2), lo produce ii, hii'-i'e niiniher of forms "'' which is commenced wiHi Hie children when 

of bciiiily similar lo those j^iveii under Im^s. < hey have entered the second yeur of Hieir Kin- 

2H.'{-2.S0.' dei';j,:irten discipline. 




Fiii. 271 



Fiu. 272. 



Fiji'. 27;J. 




Fiy-. 271. Fiij;'. 275 



Fi<>. 270. 



<-, 



I'^iti". 277. 



Fi"'. 27H. 




Fi-'. 27!». 





Fiii'. 2.S(). 



Fio-. 2H 1 . 




V\iX. 2«2,, 



■'fl% 




Fii--. 2h;$. 



Fii--. 2S1, 



PARADISE OF CPIILDHOOD. 



165 





Fio;. 285. 



Fig. 286. 



EDITOR'S NOTES. 



As the tablets of the seventh gift represent 
surfaces instead of solids they at once become 
nr.ore ideal and serve as an introduction to the 
elements of drawin<2;, or to the representation of 
solids by plane surfaces. These tablets, in fact, 
contain in concrete form the principles of plain 
geometry, and illustrate many of the problems 
in elementary industrial drawing. The natural 
foundation for a mathematical and scientific 
education which the kindergarten lays is an 
important element to aid in the i)roduction of 
more expert and accurate workmen in any 
manual occupation, and will tend to cultivate a 
more accurate and pi'actical conception of every- 
day experiences. Tlie manual training exhibit 
sent from Russia to Philadelphia in 1876 be- 
gan the evolution of a practical system of 
manual training in this counti-y, and the cor- 
responding exhibition of the kindergarten work 
and material, with the lli'st practical kindergar- 
ten guide; in the English language, was equally 
a foi'ci'unncr of the kindergarten in America, 
which to-day stands well in advance of the woik 
in all other parts of the world, while its possi- 
bilities can as yet be only imagined. Twenty 
years ago America was at a great industrial dis- 
advantage in comparison with older nations, 
because her artizans lacked the scientific and 
art education which was afforded the work- 
men of other countries. 'J'his defect is rapidly 



being overcome in the establishment of indus- 
trial schools, through the liberal donations of 
some of our capitalists and the general progress 
of our public school olHciaLs along the same 
lines. Inlaying the foundation of such educa- 
tion in the kindergarten the seventh gift has 
immense capabilities, but much of its force and 
value has been lost from lack of logical se- 
quence in the dei-ivation of the forms of the 
tablet, and the order of their use. In the origi- 
nal seventh gift tablets as inii)orted from Ger- 
many there were live forms, namely, the square, 
half square, equilateral ti'iangle, obtuse-angled 
triangle and scalene-triangle made by dividing 
diagonally an oblong of two squares. In this 
gift the absence of the circle and half circle 
seems to have been unfortunate, because the 
ball is the first solid, and correspondingly the 
circle should be the first surface form, and the 
general introduction of the circle and half circle 
by the leading kindergarteners of our day 
seems to particularly indorse this criticism. 

Following the ciicle based on the sphere, 
should come the s(piare which is one of the six 
equal faces of the cube, and the half square 
formed by a diagonal division of the square 
should follow. Next, we may have the equi- 
lateral triangle which is the type of three sided 
plane figures, as the square is the type of four- 
sided figures. If the e(pnlateral triangle is 



166 



QUARTER CENTURY EDITION 



divided hy a lino from one corner to llie cen- 
ter of the opposite side, this line will be per- 
pendicular to that Hide and one of these halves 
of the equilateral will be a scalene-triangle 
with two acute an<>;les and one right angle. If 
these two triangles formed by dividing tin? 
etpiilateral triangle nw phu-ed Ijasetobase, we 
have an obtuse-angled triangk;. These five 
forms are the same as in the original (ierman 
gift, except the scalene triangle, tind it is in the 
form and order <^f introduction of this tablet, 
that the objection to the old seventh gift is 
found. If the scalene-triangle is one-half of 
the e(}uilateral it becomes a typical and valua- 
ble form, instead of a meaningless and useless 
one when it is a half of an oblong of two 
squares. in this new form the angles are 
ninety degrees, sixty degrees and thirty de- 
grees, all of which are typical or in a sense 
standard angles, but if instead of this triangle 
we have the half of the oblong of two s(]uares, 
the two acute angles become fractional and have 



\ 




no value as standards and no logical relation 
to the other tablets. Two of them will not 
make an equilateral ti'iangle, neilher will they 
make the obtuse-angled tiiangle with which 
they must be associated, and no nundx'i" of 
them will exactly 1111 a circle. In fact, the tri- 
angle is a constant source of error and false 
education to the eye, and in its use much of the 
l)ractical value of this gift is sacrificed. 

In the accompanying diagrams. A, B, C, I), 
E, tiie tablets of the seventh gift are shown in 
their proper order. The square A educates 
the eye to correctly estimate a light angle, one 
of the essential (lualilieations of a skilled 
artizan. Tlu; bisection of the squan; gives the 
forty-five degrees triangle B, thus training the 
eye to measui'c that universal angle, the mitei-, 
one-half of a right angle. These two angles are 
so common that the draftsman or th<; designei- 
constantly uses a lai-ge "tablet B" in connec- 



tion with th(!Ts(iuare in his work. The angle 
of forty-live degrees is one eighth of the circle 
and this triangle is used in a very simple way 
for drawing the octagon, thus : — 

Draw a circle and with the T square draw a 
tangent to the top and bottom of the circle. 
With the triangle sliding on the blade of theT 




_ Fig. 287. 

square draw the two tangents at opposite sides, 
PMg. 287. Then place the hypothenuse of the 
triangle on the T square and draw four diag- 
onals tangent to the circle to complete the oc- 
tagon, as in Fig. 288. This is but one of the 
many ways in which the forty-five degrees tri- 
angle is used by the draftsman. The equila- 
teral triangle C' has thi-ee angles of sixty de- 



f- 


i 


:i 


^ , 


• 




-1 


_ 




Fig. 


288. 



grees each, six of which form a complete circle. 
The divided e(juilateral or right-angled scalene 
triiingle D has one angle of ninety degrees. 
oiK! of sixty degrees tindoneof thirty degrees, 
and tliis tablet is another fool indispensable to 
the draftsman, and a constant comj)anion of 
the forty-five degrees triangle and theT square. 
It is of the same service in drawing the hexa- 
gon that the forty-five degrees triangle is in 



k 



_ Fig. 289. 

foi-ming the octagon, as may ])e seen in Fig. 
2H*.), and Fig. 2!H), which following Figs. 2«7 
and 2HH, will usually give the idea without 
further exi)lanation. In case the matter is not 
jterfectly clear these operations can be per- 
formed with the T square and triangles of the 
drawing kit of the elementary school. These 
two ti'iangles re])resent all the angles which may 
be termed standards, namely, ninety degrees,, 



PARADISE OF CHILDHOOD. 



1G7 



forty-five degrees, sixty degrees and thirty de- 
grees, and a child in the kindergarten shoukl be- 
come as familiar with them as with the size of 
the squares on the table. The obtuse-angled 
triangle E, as made in the gifts, is in form like 
two of D, joined at the short sides, ])ut for con- 
venience the siz(? is reduced one-half. 




I Fig. 2[H). 

The only argument for the use of th(^ scalene- 
triangle derived from the oblong of two squares, 
seems to ])e based on the fact that such a tri- 
angle is conveniently made on the netted draw- 
ing, but this certainly is not of suflicient im- 
portance to warrant the introduction of a math- 
ematical monstrosity such as this triangle must 
be considered. 

Among the seventh gift tablets for sale and 
in use in the kindergartens both forms of the 
scalene-triangles may be found. One is the 
half of an oblong of two squares and the other 
the half of a equilateral triangle. Some kin- 
dergartners are using either the one or the otliei- 
with well settled con%actions as to its superior 
value, while others have given little or no 
thought to the 8ul)ject. The difference is so 
radical l)etween the two geometrical forms that 
it should become a (juestion of cousidei-ahle im- 
portance in the mind of an intelligent kinder- 
gartner, which form she selects in her gifts. 
Having decided, she ought to be sure that she 
gets what she wants when ordering material. 
The argument in favor of the half equilat- 
eral has been'briefly expressed above, because 
the experience of the editor in practical geome- 
try and industrial diawing has convinced him 
of the truth of this position, but every kinder- 
gartner is entitled to the opposite opinion af- 
ter having given careful thought to the subject. 

In presenting this gift as the circle is the 
first plane to be given, a clay sphere may be 
modeled and by cutting through the center, the 
face of the hemisphei-e will show the circle thus 
proving to the children that it is derived from 
I he ball. 

Call attention to other circular objects and 
give sim])le lessons in direction and position ; 
follow this by laying forms of symmetry with 
the circle, (Figs. 291-298), and half circle. 



(Figs. 299-304), also border patterns, (Fig. 
30o). Se(|uences may ]h'. derived by working 
by opposites, as shown in Figs. .-JOG-SIO. 





Fiii. 292. 



FiK. 293. 





Fig. 295. 



Fig. 29G. 





In considering the square let a piece of ap- 
ple or bread be cut just the size and shape of 
the third gift, and then a slice cut from it to 
show how the square tal)let is a rejjresentative 
of the surface of the cube. Most children 
would understand it, perhaps, without this, 
but something real is better and the fact that 



168 



PARADISE OF CHILDHOOD. 



taking the slice from the cube has left only a in the tablets of this gift, it often gives him 
part of a cube becomes more of a reality to great pleasure to reproduce that design in per- 
manent form by pasting colored papers cut 





Fig. 299. 



Fig. 300. 





Fig. 301, 



Fig. 302. 





Fio-. 303. 



Fig. 304. 




Fig. 305. 





Fig. 306. 



Fig. 307. 




Fig. 308. 
the children after they have watched the pro- 
cess than if they had only tried to think it out. 
When a child has laid a satisfactory design 





Fig. 309. 



Fig. 310. 



in shapes like the tablets on to a piece of card 
or heavy paper, which may be carried home as 
a souvenir. In this occupation which has been 
called "Parquetry," the element of color may 
be iutroduced while both the form instruction 
and manual training involved are invaluable. 
In some styles of the seventh gift the tablets 
are painted in a variety of colors, and while 
on first thought this feature may be very at- 
tractive, experience has seemed to demonstrate 
to the satisfaction of kindergartners in this 
country, that the tablets in light and dark 
woods, expressing tones rather than color are 
more valuable, educationally, than the colored 
tablets. Before the introduction of Parquetry 
papers the colored tablets were quite popular, 
l)ut with the greatly improved expression of 
color sequences found in the modern educa- 
tional colored paper, this feature seems open to 
many objections. No painted surfaces sub- 
ject to constant use by the children and ex- 
posure to the light, can permanently retain 
their colors so as to have much educational 
value in color perception, and therefore the 
occupations are far better adapted to the 
teaching of color than the gifts. Also the 
consideration of the effects of light and shade 
in the designs as made with the tablets is as 
much as the child's mind is able to grasp at 
first, while increased interest is secured later 
by the addition of colors in the reproduction 
of the designs, by pasting papers selected from 
the great variety of colors in the modern edu- 
cational colored papers. Parquetry not only 
delights the children but teaches accuracy of 
eye and hand in placing the small bits of paper, 
neatness in the gumming, and cultivates taste 
in the selection and combination of colors. It is 
distinctly an American occupation which has 
been generally accepted as a valuable addition 
to the earlier occupations of the kindergarten. 



THE EIGHTH GIFT. 

STICKS FOR LAYING OF FIGURES. 



As the tablets of the Seveuth Gift are uotli- 
iiig but au emboclimeut of the 'planes surrouud- 
iug ov limiting the cuhe^ aud as these pkuies^ 
limits of the cube, are nothing but the repre- 
sentations of the extension in lengthy breadth 
and height, already contained in the sphere aud 
ball, so also the sticks are derived from the 
cube, forming as they do, and here bodily rep- 
resenting its edges. But they are also contained 
in the tablets, because the plane is thought of, 
as consisting of a continued or repeated line, 
and this may be illustrated by placing a suf- 
ficient number of one inch long sticks side by 
side, and close together, until a square is 
formed. 

The sticks lead us another step farther, 
from the material, bodily, toward the realm 
of abstractions. 

By means of the tablets, we were enabled 
to produce flat images of bodies ; the slats, 
which, as previously mentioned, form a tran- 
sition from plane to Hue, gave, it is true, the 
outlines of forms, but these outlines still re- 
tained a certain degree of the plane about 
them ; in the sticks, however, we obtain the 
material to draw the outlines of objects, by 
bodily lines, as perfectly as it can possibly be 
done. 

The laying of sticks is a favorite occupa- 
tion with all children. Their fantasy sees in 
them the most different objects, — stick, yard 
measure, candle ; in short, they are to them 
representatives of everything straight. 

Our sticks are of the thickness of a line 
(one twelfth of an inch), and are cut in vari- 
ous lengths. The child, holding the stick in 
his hand, is asked : What do you hold in 3'our 
hand? How do you hold it ? "N Vertically. Can 



Fig. 1. 



Fio-. 2. 



Fig. 3. 



Lay your stick upon the table. How does 
it lie ? In what other direction can you place 
it? 

The child receives a second stick. How 
many sticks have you now ? Now try to form 
something. The child lays a standing cross, 
(Fig. 4). You certainly can lay many other 
and more beautiful things ; but let us see what 
else we may produce of this cross, by mov- 
ing the horizontal stick, by half its length, 
(Figs. 4 to 14). 




Fig. 4. Fig. 5. Fig. 6. Fig. 7. 



Fig. 8. Fig. d. Fio-. 10. Fig. 11. 



Fig. 12. Fig. 13. Fig. 14. 
Starting from a lying cross, (Fig. 1.5) or 
from a pair of open tongs, (where two acute 
and two obtuse angles are formed by the cross- 
ing sticks) , and proceeding similarly as with 
Figs. 4-14, we will produce all positions which 
two sticks can occupy, relative to one another, 
except the parallel, and this will give ample 
opportunity to refresh, and more deeply im- 
press upon the pupil's mind, all that has been 
introduced so far, concerning vertical, hori- 
zontal and oblique lines, and of right, acute 
and obtuse angles, (Figs. 15-23). 



you hold it in any other way ? Yes ! I can hold 
it horizontally. Still in another w^ay ? Slant- 
ing from left above, to right below, or from 
right above to left below. (Figs. 1-3). Fig 




15. Fig. IG. 



Fig. 17, 



Fio-. 18. 



170 



QUARTER CENTURY EDITION 




Fig. 19. Fig. 20. Fig. 21. Fig.22. Fig. 23. 

With two sticks, we can also form little 
figures, which show some slight resemblance 
with things around us. By them we enliven 
the power of recollection and imagination of 
the child, exercise his ability of comparison, 
increase his treasure of ideas, and develop in 
all these his power of perception and concep- 
tion — the most indispensable requisites for 
disciplining the mind. 

Following are given representations of ob- 
jects made : — 

A¥ith two sticks. Fig. 24, A Playing Table. 
Fig, 25, Pick Axe. Fig. 26, An Angle Meas- 
ure. (Carpenter's square). 




Fig. 32. .Fig. 33. 

With five sticks, Fig. 34, Signal Flag of R. 
R. Guard. Fig. 35, A Cottage. Fig. 36, Saw- 
horse. Fig. 37, A Chair. 




Fig.35. 



3 _ 




Fig. 24. Fig. 25. Fig. 26. Fig. 36. Fig. 37. 

With three sticks. Fig. 27, A Flail. Fig. 28, With six sticks. Fig. 38, A Flag. Fig. 39, 
A Smnll ¥]ag. Fig. 20, A Star. A Boat. Fig. 40, A Reel. Fig. 41, A Small 

Tree. 




Fig. 27. Fig. 28. Fig. 29. 

With four sticks. Fig. 30, A Wooden Chair. 
Fig. 31, A Wash bench. Fig. 32, A Crib. 
Fig. 33, Flower-pot. 




Fis. 30. 



Plff. 31. 




^^^^^ 



Fig. 38. 



Fiff. 39. 




Fig. 40. 



Fio-. 41. 



With seven sticks, Fig. 42. A Dwelling 
House. Fig. 43, A Bridge with Three Spans. 



PARADISE OF CHILDHOOD. 



171 



Fig. 44, Tombstone and Cross. Fig. 45, Rail With nine sticks, Fig. 51, Dwelling-house. 
Fence. Fig. 52, Sailboat. Fig. 53, Balance. Fig. 54, 

Coffee-mill. Fig. 55, Students Lamp. 




Fig. 42. 



Fig. 43. 







' r 

i 

r 

■■ — '^ 






1 




Fig. 51. 



Fig. 52. 



Fiff. 44. 



Fig. 45. 



With eight sticks, Fig. 46, Church, with 
steeple. Fig. 47, Gas Lantern. Fig. 48, Corn- 
crib. Fig. 49, A Flower-pot. Fig. 50, A Piano 
forte. 





Fig. 53. 



Fig. 54. 



Fig. 46. 



Fig. 47. Fig. 48. 





Fig. 49. 



Fig. 50. 



Fig. 55. 

With ten sticks, Fig. 56, Graveyard Wall. 
Fig. 57, A Hall. Fig. 58, A Flower-pot. Fig. 
59, A Bedstead. Fig. 60, A Flag. 



172 



QUARTER CENTURY EDITION 




Fig. 56. 



Fio-. 57. 




Fio-. 58. 



Fis. 59. 



Fio-. 60. 



With eleven sticks, Fig. 61, A Kitclien 
Lamp. Fig. 62, Cup and Saucer. 




Fiff. 61, 



Fis. 62. 



With twelve sticks, Fig. 63, A Church. Fig. 
64, Chair and Table. Fig. 65, A Well with 
Sweep. 




Fig. 63. 




Fiff. 64. 



Fig. 65. 



These exercises are to he continued wdth a 
larger number of sticks. The hints given above, 
will enable the teacher to conduct the laying of 
sticks in a manner interesting, as well as use- 
ful, for her pupils. 

It is advisable to guide the activity of the 
child occasionally in another direction. The 
pupils ma}^ all becalled upon to la}' tables, which 
can be produced from two to ten sticks, or 
houses which can be laid with eighteen sticks. 

Sticks are also employed for representing 
forms of beauty. The previous, or simulta- 
neous occnpatiou with the building blocks, and 
tablets, will assist the child in producing the 
same in great variety. Figs. 66-72 belong to 
this class of representations. 

Combination of the occupation material of 
several, or all children taking part in the ex- 
ercises, will lead to the production of larger 
forms of life, or beauty, which in the Primary 
Department, can even be extended to repre- 
senting whole landscapes, in which the mate- 
rial is augmented by the introduction of saw- 
dust to represent foliage, grass, land, moss, etc. 

By means of combination, the children often 
produce forms which afford them great pleas- 
ure, and I'epay them for the careful persever- 
ance and skill employed. They often express 



PARADISE OF CHILDHOOD. 



173 






Fio-. 66. 



Fio-. 67o 



Fio-. 68. 





Fio-. GO. 



Fio-. 70. 






Fio-. 71. 



Fig. 72. 



174 



QUARTER CENTURY EDITION 



the wish that they might be able to show the 
production to father, or mother, or sister, or 
friend. But this they cannot do, as the sticks 
will separate when taken up. 

We should assist the little ones in carrying 
out their desire of giving pleasure to others, 
by showing to, or presenting them with the 
result of their own industry, in portable form. 
By wetting the ends of the sticks with muci- 
lage, or binding them together with needle and 
thi'ead, or placing them on substantial paper, 
we can grant their desire, and make them hap- 
py, and be sure of their thanks for our efforts. 

But we have another means of rendering 
these representations permanent, and it is by 
draicirig, which, on its own account, is to be 
practiced in the most elementary manner. We 
begin the drawing, as will hereafter be shown, 
as a special branch of occupation, as soon as 
the child has reached its third or fourth 3'ear. 

The method of laying sticks is in general the 
same as applied for drawing, the latter, how- 
ever, progresses less rapidly. It is advisable 
to combine sticks in regular figures, triangles 
and squares, and to tind out in a snuill num- 
ber of such figures all possible combinations 
according to the law of opposites. 

All these occupations depend on the larger or 
smaller number of sticks employed ; they there- 
fore afford means for inci'easing and strength- 
ening the knowledge of the child. The pupil, 
however, is much more decidedly introduced 
into the elements of ciphering, when the sticks 
are placed into his hands for this specific pur- 
pose. AVe do not hesitate to make the asser- 
tion that there is no material better fitted to 
teach tlje rudiments in figures, as also the more 
advanced steps in arithmetic, than Frcebel's 
sticks. A few packages of the sticks in the 
hands of the pupil is all that is needed in the 
Kindergarten proper, and the following De- 
partment of the Primary School. 

The children receive a package with ten 
sticks each. Take one stick and lay it verti- 
cally on the table. Lay another at the side 
of it. How many sticks are now before you? 
Twice one makes two. 

Lay still another stick upon the table. How 
many are there now ? One and one and one — 
two and one are three. 

Still another, etc., etc., until all ten sticks 
are placed in a similar manner upon the table. 
Now take away one stick. How many reniain ? 



Ten less nine leaves one. Take away another 
stick from these nine. How many are left ? 
Nine less one leaves eight. Take another; this 

leaves seven ? etc., etc., until all the sticks 

are taken one by one from the table, and are 
in the child's hands again. Take two sticks 
and lay them upon the table, and place two 
others at some distance from them. ( || || ) How 
many are now on the table ? Two and two aie 
four. Lay two more sticks beside these four 
sticks. How many are there now? Four and 
two are six. Two more. How many are there 
now ? Six and two are eight. And still another 
two. How many now? Eight and two are iev*. 

The child has learned to add sticks by twos. 
If we do the opposite, he will also learn to 
subtract by twos. In similar manner we pro- 
ceed with three, four andj^'i'e. After that Ave 
alternate, Avith addition and subtraction. For 
instance, we lay three times two sticks upon 
the table and take away twice two, adding 
again four times two. Finally we give up the 
equality of the number and alternate, by add- 
ing different numbers. We lay upon the table 
two and three sticks which equal five, adding 
two, which equal seven, adding three, which 
equal ten. This affords opportunity to introduce 
six and nine, as a Avhole, more frequently than 
Avas the case in prcA'ious exercises. In subtrac- 
tion we obserA'e the same method, and intro- 
duce exercises in which subtraction and addi- 
tion alternate with unequal numbers. Lay six 
sticks upon the table, take two away, add four, 
take aAvay one,add three and ask the child Iioav 
many sticks are on the table, after each of these 
operations. 

In like manner, as the child learned the 
figures from one to ten, and added and sub- 
tracted Avith them as far as the number of ten 
sticks admitted, it will now learn to use the 
tens up to one hundred. Packages of ten sticks 
are distributed. It treats each package as it 
did before the single stick. One is laid upon 
the table, and the child says, "Once ten ;" add 
a second, "TAvice ten;" a third, "Three times 
ten," etc. Subsequently he is told, that it is 
not customary to say tAvice, or tAvo times ten, 
but tAveuty ; not three times ten, but thirty, etc. 
This experience A\'ill take root so much the 
sooner, in his memory, and become knoAvledge, 
as all this is the result of his own activity. 

As soon as the child has acquired sufficient 
ability in adding and subtracting by tens, the 



PARADISE OF CHILDHOOD. 



175 



combination of nnits and tens is introdnced. 

Tiie pupil receives two packages of ten sticks 
— places one of them upon the table, opens 
the second and adds its sticks one by one to 
the ten contained in the whole package. He 
learns ten and one equal eleven, ten and two 
• equal twelve, ten and three equal thirteen, until 
ten and ten equal twenty sticks. Gathering the 
ten loose sticks, the child receives another 
package and places it beside the first whole 
package. Ten and ten equal twenty sticks. 
Then he adds one of the loose sticks and says 
tweuty and one equal twenty-one, twenty and 
two equal twenty-two, etc. Another package 
of ten brings the number to thirty-one, etc., 
etc., up to ninety-one sticks. In this manner 
he learns twenty-two, thirty-two, up to ninety- 
two, twenty-three to ninety-three and one 
hundred, and to add and subtract within this 
limit. To be taught addition and subtraction 
in this manner, is to acquire sound knowledge, 
founded on self-activity and experience, and 
is far superior to any kind of mind-killing 
memorizing usually employed in this connec- 
tion. 

If addition and subtraction are each other's 
opposites, so addition and multiplication on 
the one hand, and subtraction and division on 
the other, are oppositionally equal, or, rather, 
multiplication and division are shortened addi- 
tion and subtraction. 

In addition, when using equal numbers of 
sticks, the child finds that by adding two and 
two, and two and two sticks he receives eight 
sticks and is told that this may also be ex- 
pressed by saying four times two sticks are 
eight sticks. It will be easy to see how to pro- 
ceed with division, after the hints given above. 

Let none of our readers misunderstand us 
as intimating that all this should be accom- 
plished in the Kindergarten proper. 

Enough has been accomplished if the child in 
the Kindergarten by means of sticks and other 
material of occupation, has been enabled to 
have a clear understanding of figures in general. 

This will be the basis for further develop- 
ment in addition, subtraction, multiplication 
and division in the Primary Department. 

It now remains to add the necessary advice 
in regard to the introduction and representa- 
tion with the sticks of the nionends. In order 



to make the children understand what nii/inerals 
are, use the blackboard and show them that if 
we wish to mark down how many6fic^•s, blocks^ 
or other things each of the children have, we 
might make one line for each stick, block, etc. • 
Write then one small vertical line on the black- 
board, saying in writing, Charles has one stick ; 
making fn-o lines Ijelow the first, continue by 
saying Emma has two blocks; again, making 
three lines^ I-Crnest has three rubber balls, and 
so on until you have written ten lines, always 
giving the name of the child and stating how 
many objects he has. Then write opposite each 
row of lines to the right, the Arabic figure ex- 
pressing the number of lines, and remark that 
instead of using so many lines, we can also use 
these figures, which we call numerals. 

After the children have learned that the 
figures which we use for marking down the 
nmnber of things are called numerals, exercises 
of the following character may be introduced. 

How many hands have each of you? Two. 
The numeral 2 is written on the board. How 
many fingers on each hand ? Five. This is writ- 
ten also on the board — 5. How many walls 
has this room ? Four. Write this figure also 
on the board. How many days in the week 
are the children in the Kindergarten ? Six days. 
The G is also written on the board. 

Then repeat, and let the children repeat af- 
ter you, as an exercise in speaking, and at the 
same time, for the purpose of recollecting the 
numerals : 

Each child has 2 hands, on each hand are 
5 fingers ; this room has 4 walls, — always em- 
))hasiziug the numerals, and pointing to them 
when they are named. 

The children may then count the objects in 
the room or elsewhere, and then lay with their 
sticks, the numerals expressing the number 
the}' have found, speaking in the meantime, a 
sentence asserting the fact which they have 
stated. 

As the occupation with laying sticks, is one 
of the earliest in the kindergarten, and is em- 
ployed in teaching numerals, and reading and 
writing, and drawing also, it is evident how 
important a material of occupation was sup- 
plied by Fra^bel, in introducing the sticks as 
one of his Kindersarten Gifts. 



176 



PARADISE OF CHILDHOOD. 



EDITOR'S NOTES. 



As this gift is used to represent the line, it 
takes the child one step farther, into the ab- 
stract world, teaching both direction and out- 
lines. 

It consists of sticks from one to Ave inches 
in length, which come in bundles or in a com- 
partment box containing fifteen hundred sticks 
of the natural wood or of the six spectrum 
colors, which are more attractive to the chil- 
dren, and are helpful in color lessons and in 
representing familiar objects. In presenting 
this gift first hand one stick to each child, call 
attention to it by asking what it looks like 
and where it came fi'om. Give a talk on trees, 
telling how they spring from the seed and grow, 
and how the wood is used for various purposes. 



formed, 
a quad- 
showing 






•^ 



/ 



/ / 



introduced, the teacher being careful to advance 
no faster than the child can follow. 

With four sticks a square may lie 
or the sticks may be placed around 
rangular tablet, and then removed, 
the outline. 

The sticks are the foundation for outline 
drawing, and after the children have made sim- 
ple objects with the sticks let them draw what 
they have made, on paper or the blackboard. 

Give simple lessons in dictation, and in or- 
der to cultivate imagination and to draw out 
the inventive powers of the children, let them 
arrange short sequences in forms of life, add- 
ing interest by a story. 

Give sticks of different lengths, as this en- 
ables the children to make a greater va- 
riety of figures. When using the two-inch 
stick lead them to see that it corresponds 
to the edge of the second gift cube. 

This gift is useful in making angles and 
geometrical figures. In the geometrical 
figures the first to be outlined is the square, 
following the face of the second gift cube 
and the square talilet of the seventh gift. 

Direct attention to the right angles and 
let the children point them out. Follow 
this with obtuse and acute angles. When 
the fifth gift and the triangle of the sev- 
enth gift liave been used then lay the sticks 
to form triangles, oblongs, pentagons, etc. 



\ 




Fig. 73. 



Ask for different articles that are made from 
wood and give the jn-ocess by which the sticks 
are prepared for use, how they are dyed, etc. ; 
then let the children place the sticks in different 
directions, the vertical, horizontal, and slant- 
ing. Give a second stick, place them parallel, 
in different directions ; combine them and place 
them in all possible positions to each other. A 
number lesson in addition, subtraction and 
multiplication may be taught, and a third stick 



Fig. 74. 

A great variety of life forms can be shown 
and to some extent symmetrical forms. It is 
well to let the children unite their sticks or com- 
bine them with rings, especially in the life forms, 
(Figs. 73 and 74). In this way a house with 
interior furnishings may be made, or a house, 
yard and fence. The world of occupation fur- 
nished l)y this gift is a continual wonder to the 
kindergartner. 



THE NINTH GIFT. 
WHOLE AND HALF RINGS FOR LAYING FIGURES. 



Immediately conueeted with the sticks, or 
straight lines, Froebel gives the representatives 
of the rounded, curved lines, in a box contain- 
ing twenty-four whole and forty-eight half cir- 
■cles of two different sizes made of wire. The 
rings supply the means of representing a curved 
line perfectly, besides enabling us by their dif- 
ferent sizes to show "the one within another." 

This gift is introduced in the same way as 
all other previous gifts were introduced, and 
the rules by which this occupation is carried on 
must be clear to every one who has followed us 
in our "Guide" to this point. 

The child receives one w^hole ring and two 
half rings of the larger size. Looking at the 
whole ring the children observe that there is 
neither beginning nor end in the ring — that it 
represents the circle, in which there is neither 
beginnino' nor end. (Fio-. 1). With the half 

OX 

Fig. 1. Fig. 2. 

ring, they have two ends ; half rings, like half 
circles and all other parts of the circle or curved 
lines, have two ends. Two of the half rings 
form one whole ring or circle, and the children 
are asked to show this b}' experiment. Various 
observations can be made by the children, ac- 
companied by remarks on the part of the 
teacher. Whenever the child combined two 
cubes, two tablets, sticks or slats with one 
another, in all cases where corners and angles 
and ends were concerned in this combination, 




Fig. 3. 
corners and angles were again produced. 



form any angles. Neither could closed space 
be produced by two bodies, planes, nor lines. 
The two half circles, however, close tightl}' up 
to each other so that no opening remains. 

The child now places the two half circles in 
opposite directions. (Fig. 2). Before, the ends 
touched one another, now the middle of the 
half circles ; previously a closed space was 
formed, now both half circles are open, and 
whei"e they touch one another, angles appear. 

Mediation is formed in Fig. 3, where both 
half circles toucli each other at one end and re- 

xx 

Fig. 4. 
main open or as indicated by the dotted line, 
join at end and middle, thereby enclosing a 



H 




Fig. 5. Fig. 6. 

small plane and forming angles in the meantime. 
Two more half circles are presented. The 





Fig. 7. 



Fio-. 8. 



The 



child forms Fig. 4, and develops by moving 
the half circles in the direction from without 
to within. (Figs. 5-8). 

All these forms are, owing to the nature of 
the circular line, forms of beauty or beautiful 
forms of life, and, therefore, the occupation 
with these rings is of such importance. The 



two half rings or hulf circles, however, do not child produces forms of beauty with other ma- 



178 



QUARTER CENTURY EDITION 



terial, it is true, but the curved line suggests tender and pliable soul of the child, must needs 
to him in a higher degree than anything else be greater and more lasting. Without believ- 
ideas of the beautiful, and the simplest com- ing in the doctrine of two inimical natures in 

Fig. 11. 
man said to be in constant contiict with each 
other, we do believe that the talents and dis- 
position in human nature are subject to the 
possibility of being developed in two opposite 
directions. It is this possibility which con- 
ditions tlie necessity of education, the necessity 
of employing every means to give the dormant 
inclinations and tastes in the child, a direction 
toward the true, and good, and beautiful, — in 
one word, toward the ideal. Among these 
means stands pre-eminently a rational and 




Fig. 



bmations of a small number of half and whole 
circles, also bear in themselves the stamp of 
beauty. (Figs. 9-12). 





Fig. 10. 
If the fact cannot be refuted, that merely 
looking at the beautiful favorably impresses 
the mind of the grown person in regard to 
direction of its development, enabling him to 
more fully appreciate the good and true, and 
noble, and sublime, this influence upon the 



Fig. 12. 
timel}' development of the sense of beauty, 
upon which Froebel lays so much stress. 

Showing the young child objects of art which 
are far beyond the sphere of his appreciation, 
however, will assist this development, much less 
than to carefully guard that his suri'oundings 
contain, and show the fundamental requisites 
of beauty, viz. : Order, cleanliness, simplicit}' 
and harmony of form, and giving assistance 
to the child in the active representation to the 
beautiful in a manner adapted to the state of 
development in the child himself. 

Like forms laid with sticks, those represented 
with rings and half rings also are imitated by 
the children by drawing them on slate or paper. 



EDITOR'S NOTES. 



This gift now consists of twelve whole, eight- 
een half and twelve quarter wire rings, for lay- 
ing figures which involve circles. It is a con. 
tinuation of the eighth gift and preparatory to 
drawing and designing, being used to represent 
an outline of a surface. 

The rings are made of steel, and come in 
three different sizes of one inch, one and one- 
half inch and two inches in diameter. In in- 



troducing this gift the largest ring should be 
given first, and attention called to its form and 
properties. A talk on iron, its uses, how it is 
dug out of the ground by miners, a description 
of the mines, of the process the ore passes 
through, how it is melted and molded into 
useful machines and articles, how it is changed 
into steel, is both interesting and instructive to 
the children. Ask for different tilings that are 



PARADISE OF CHILDHOOD. 



179 



made of iron and steel, and draw from the chil- tions, the number and size of rings being in- 

dren the reason why steel is valuable for knives, creased gradually, 

axes and other cutting utensils, A second When a third ring is given, let the children 

suggest ways of laying them. If they are of 
the same size, they may be placed side by side, 




Fia, 13, 



Fisf. 14. 





Fig, 16. 

in a group, in the form of a triangle, etc. If 
the different sizes are used, they may be placed 





Fig. 17, 

one within the other, so that they are parallel, 
or they may touch at some point. Forms of 




Fig. 18. 

symmetry may be developed by several of these 
ring may be added and an exercise given in grouped together, as in Fig. 9. 
placing the rings in different ways and posi- The exercises with the half-rings are more 



180 



QUARTER CENTURY EDITION 



interesting and instructive, as the forms are 
more varied and change at every step. Have 
the children place the half-rings in different 
positions. Give each child the same quantity 
of material and let them lay a design. Fio-. 10 
shows a combination of tlie half-rings. Se- 




Fio;. 11). 




smm 



Fig. •>] 




Fig. 22. 

quences involving both half and whole rings 
may be given, as shown in Figs. 13-17, 

When the quarter-ring is given, let the chil- 
dren compare it with the half-ring and combine 
the two in diiferent sizes.- Figs. 18 and 19 are 
the smallest half and qnarter-iings combined, 
and Fig. 20, shows the largest size of each. 



Figs. 21 and 22 give pretty border patterns 
which may be embeUished. 

As the curved line is the line of beauty, this 
gift is better adapted for beautiful forms than 
any of the others. Forms of life, especially 
in flower designs, are developed with the quar- 




Fig. 23. 




Fig. 24. 

ter-rings as shown in Fig. 23, while Figs. 24, 
and 25 show a combination of the whole, half 
and quarter-rings. 

Fig. 26, shows a combination of the three 
smallest sizes of each. Fig. 27, of the second 
size, and Fig. 28 of the largest. Fig. 29 is a 
combination of the whole, half and quarter- 
rings in the three different sizes. 

The rings of this Gift and the sticks of the 
eighth may be combined with pleasing and 
profitable results as aliown in Figs. 30-38 of 
which Figs. 34-38 are a sequence. 



PARADISE OF CHILDHOOD. 



181 




Fig. 25. 




Fig. 2ij. 





Fig. 28. 




Fig. 29. 




CM3 



Fig. 2- 



Fig. 30. 



182 



PARADISE OF CHILDHOOD. 




Fia. 32. 




Fio-. 33. 



Fig. 34. 



op 
(TO 



Fitr. 35. 




Fisj. 36. 




Fior. 37. 







0^<D 



6 

Fig. 38. 



THE TENTH GIFT. 

THE MATERIAL FOR DRAWING. 



One of the earliest occupations of tlie child 
should be methodical drawing. Fra'bel's 
opinion and conviction on this subject, de- 
viates from those of other educators, as much 
as in other respects. Fra?bel, however does 
not advocate fli'^wing, as it is usually prac- 
ticed, which on the whole, is nothing else but 
a~more or less thoughtless mechanical copy- 
ing. The method advanced by Frwbel, is in- 
vented by him, and perfected in accordance 
with his general educational principles. 

The pedagogical effect of the customary 
method of instruction in drawing, rests in 
many cases simply in the amount of trouble 
caused the pupil in surmounting technical 
difficulties. Just for that reason it should be 
abandoned entirely for the youngest pupils, 
for the difficulties in many cases are too great 
for the child to cope with. It is a work of 
Sisyphus, labor icitliout result, naturally tend- 
ing to extirpate the pleasure of the child in his 
occupation, and the unavoidable consequence 
is that the majority of people will never reach 
the point where they can enjoy the fruits of 
their endeavors. 

If we acknowledge that Froebel's education- 
al principles are correct, namely, that all 
manifestations of the child's life are manifes- 
tations of an innate instinctive desii'e for de- 
velopment, and therefore should be fostered 
and developed by a rational education in ac- 
cordance with the laws of nature, drawing 
should be commenced with the third year ; 
nay, its preparatory principles should be intro- 
duced at a still earlier period. 

With all the gifts, hitherto introduced, the 
children were able to study and represent forms 
and figures. Thus they have been occupied 
as it were, in dratring irith bodies. This de- 
veloped their fantasy and taste, giving them 
in the meantime correct ideas of the solid, 
plane, and the embodied line. 

A desire soon aAvakes in the child, to repre- 
sent by drawing these lines and planes, these 
forms and objects. He is desirous of rep- 
resentation when he requests the mother to tell 
him a story, explain a picture. He is occu- 
pied in representation when breathing against 
the window-pane, and scrawling on it with 



his finger, or when trying to make figures in 
the sand with a little stick Each child is de- 
lighted to show what he can make, and should 
be assisted in every way to regulate this desire. 

Drawing not only develops the power of 
representing things the mind has perceived, 
but affoi'ds the best means for testing how far 
they have been perceived correctly. 

It was Fro-bel's task to invent a method 
adapted to the tender age of the child, and his 
slight dexterity of hand, and in the meantime 
to satisfy the claim of all his occupations, ie., 
that the child should not simply imitate, but 
proceed self-actingly, to perform work which 
enables him to reflect, reason, and fiually to 
invent himself. 

Both claims have been most ingeniously 
satisfied by Froebel. He gives the three 
years' old child a slate, one side of which is 
covered by a net- work of engraved lines (one- 
fourth of an inch apart), and he gives liim in 
addition, thereto, the law of opposites and 
their mediation as a rule for his activity. 

The lines of the net-work guide the child in 
moving the pencil, they assist him in measuring 
and comparing situation and position, size 
and relative center, and sides of objects. 

This facilitates the work greatly, and in con- 
sequence of this important assistance the 
child's desire for work is materially increased ; 
whereas obstacles in the earliest attempts at 
all kinds of work must necessarily discourage 
the beginner. 

Drawing on the slate, with slate pencil is 
followed by drawing on paper with lead pen- 
cil. The paper of the drawing books is ruled 
like the slates. It is advisable to begin and 
continue the exercises in drawing on paper, 
in like manner as those on the slate Avere be- 
gun and continued, with this difference only, 
that owing to the progress made and skill ob- 
tained by the child, less repetitions may be 
needed to bring the pupil to perfection here, 
as was necessary in the use of the slate. 

It has been repeatedly suggested, that 
whenever a new material for occupation is in- 
troduced, the teacher should comment upon, 
or enter into conversation with the children, 
about the same ; the difference between draw- 



184 



QUARTER CENTURY EDITION 



ing on the slate and ou paper, and tlie ma- 
terial used for both may give rise to many re- 
marks and instructive conversation. 

It may be mentioned that the slate is first 
used, because the children can easily correct 
mistakes by wiping out what they have made, 
and that they should be much more careful in 
drawing ou paper, as their productions can not 
appear perfectly clean and neat if it should 
be necessary to use the rubber often. 

Slate and slate pencil are of the same ma- 
terial ; ])aper and lead ])encil are two very differ- 
ent things. On the slate the lines and ligures 
drawn, appear Avhite on darker ground. On 
the ])ai)er, lines and ligures appear black on 
white ground. 

More advanced pupils use colored lead pen- 
cils instead of the connnon black lead pencils. 
This adds greatly to the ai)pearauce of the 
figures, and also enables the cliild to combine 
colors tastefully and fittingly. For the devel- 
opment of their sense of color, and of taste, 
these colored mosaic like figures are excel- 
lent practice. 

DraAving, as such, requires observation, at- 
tention, conception of the whole and its parts, 
the recollection of all, power of invention and 
combination of thought. Thus, by it, mind 
and fantasy are enriched with clear ideas and 
true and beautiful pictures. For a free and 
active development of the senses, especially 
eye and feeling, drawing can be made of in- 
calculable benefit to the child, Avhen its natu- 
ral instinct for it is correctly guided at its 
very awakening. Tlie child is first occupied by 

THE ^TERTICAL LINE. 

(See Figs, i — 42). 

The teacher draws on the slate a vertical line 
of a single length (one fourth of an inch) , say- 
ing while so doing, I draw a line of a single 
length downward. She then (leaving the line 
on the slate, or wiping it out) requires tlie child 
to do the same. (Fig. 1). She should show that 



c 



Fig. 1. Fig. 2. 

the line she made commenced exactly at the 
crossing point of two lines of the net-work, 
and also ended at such a point. 



Care should ])e exercised that the child hold 
the pencil properly, not press too much or too 
little on the slate, that the lines draAvn be as 
equally lu>avy as possil)le, and that each single 
line be })roduced by one single stroke of the 
pencil. The teacher should occasionally ask : 
What are you doing ? oi-, what have you done ? 






Fig. 3. Fig. 4. 

and the child should always answer in a com- 
plete sentence, showing that he works uncler- 
standingly. Soon the Hues may be drawn up- 



Fig. 5. Fig. (1. 

wards also, and then they nuiy be made al- 
ternately up and down over the entire slates 
until the child has acquired a certain degree of 
ability in handling the pencil. 



Fig. 7. Fig. y. 

The child is then required to draw a vertical 
line of two lengths, and advances slowly to lines 
of three, four and livi' lengths, (Figs. 2-5). 



. . Fig- 9. 

With the number five FrcEbel stops on this 
step. One to five are known, even to the child 
three years old, by the lunnber on his fingers. 



PARADISE OF CHILDHOOD. 



185 



The productions thus far accomplished are 11-13 himself. Lcadirif^ him to understand 
now combined. Tlx- child draws, side by side tlie jjoints of Y'l^^. 10 exactly, lie will have no 

diUieulty in representing the opposite. Instead 



Fig. 10. Fig. 11. 

of one another, lines of one and two lengths 
(Fig. 6), of one, two and three lengths (Fig. 
7), of one two, three and four lengths (Fig. 
8), and finally lines of one, two, three, four 
and five lengths (Fig. f»). It always forms 



Fig 12. Fig. 13. 

by so doing a right-angled triangle. We have 
noticed already, in using the tablets, that 



Fig. 14. 
right-angled triangles may lie in many different 
ways. The triangle (Figs. 9 and 10) can also 
assume various positions. In Fig. 10 the five 
lines stand on the base line — the smallest is 
the first, the largest the last, the right angle is 
to the right below. In F'ig. 11 the opposite is 
found — the five lines hang on the base-line, the 
largest comes fii'st, the smallest last, and the 
right angle is to the left above. Figs. 12 and 13 
are forms of mediation of Hgs. 10 and 11. 
The child should Ite induced to find Figs. 



Fig. 1.0. 
of drawing the smallest line first, he will draw 
the longest; instead of drawing it downward, 
he will move his pencil upward, or at least be- 






Fig. IG. 
gin to draw on the line which is bounded above 
and thus reach Fig. 11. By continued reflec- 



Fig. 17. 
tion entirely within the limits of his capabilities 
he will succeed in ])roducing Figs. 12 and 13. 



186 



QUARTER CENTURY EDITION 



Thus by a different way of combination of 
five vertical lines, four fonns have been pro- 
duced, consisting of equal parts being, how- 
ever, unlike, and therefore oppositionally alike. 
Each of tliese figures is a whole in itself. 
But as everything is always part of a large 
w^hole, so also, tliose figures serve as elements 
for more extensive formations. 



Fig. 18. 
In this feature of Froebel's drawing method 
in which we progress from the simple to the 
more complicated in the most natural and logi- 
cal manner, unite parts to a whole and recog- 
nize the former as members of the latter, dis- 



Fig. 19. 
cover the like in opposites, and the mediation 
of the latter, unquestionalile guarantee is given 
that the delight of the child will be renewed 
and increased, throughout the whole course of 
instruction. Let Figs. 10-13 be so united that 
theright angles connect in the center (Fig. 14) , 
and again unite them so that all right angles 
are on the outside (Fig. 15). Figs. 14 and 
15 are opposites. Fig. 14 is a square with 
filled inside and standing on one corner. Fig. 
15 one resting on its base, with hollow middle. 



In Fig. 14 the right angles are just in the 
middle ; in Fig. 15 they are the most outward 
corners. In the forms of mediation (Figs. 16 
and 17), they are, it is true, on the middle line ; 
but in the meantime on the outlines of the 
figures formed. In the other forms of media- 
tion. (Fig. 18, 19, etc.,) they lie together on 
the middle line ; but two in the middle, and 
two in the limits of the figure. 





: ] 








1 








] 
































__) 



Fig. 20. 
Thus we have again, in Fig. 18-22, four 
forms consisting of exactly the same parts, 
which therefore are equal and still have qual- 
ties of opposites. In the meantime, they are 
fit to be used as simple elements of following 
formations. In Fig. 22, they are combined 
into a star with filled middle . Numerous forms 
of mediation may be produced, but we will 
work at present with our simple elements. 



. j 



Fig. 21. 
Owing to the similarity in the method of 
drawing to that employed in the laying of the 
right angled, isosceles triangle, it is natural 
that we should here also arrive at the so-called 
rotation figures, by grouping our triangles with 
their acute angles toward the middle (Figs. 23 



PARADISE OF CHILDHOOD. 



187 



and 24), or arrange them around a hollow 
square (Figs. 25 and 26). 

Figs. 27 and 2<S are forms of mediation be- 
tween Figs. 23 and 24 and at the same time 
between Figs. 14 and 15. 



As previously remarked, the slate is ex- 
changed for a drawing book as soon as the 
progress of the child warrants this change. 
It affords a peculiar charm to the pupil to see 
his productions assume a certain durability and 



Fig. 22. 
All these forms again serve as material for 
new inventions. As an example, we produce 
Fig. 29 composed of Figs. 27 and 28. 



~ 






















— 


' 


■1 



















































































































































































































































































































































Fig. 24. 
permanency enabling him to measure, by 
them, the progress of growing strength 
and ability. 

So far the triangles produced by co- 
arrangement of our five lines were right- 
angled. Other triangles, however, can be 
produced also. This however, requires 
more practice and security in handling the 
pencil. 

Figs. 30 and 31 show an arrangement 
of the five lines of acute angled (equi- 
lateral) triangles, and areopposites. Their 



Fig. 23. 

The number of positions in which our orig- Fig. 25. 

inal elements (Fi^s. 10-13) can be placed by union gives the opposites Figs. 32 and 33 ; fi- 

one another, is herewith not exhausted by far, nally, the combination of these two. Fig 34. 

as the initiated will observe. In the last three figures we also meet now 



188 



QUARTER CENTURY EDITION 



Fio". 26. 



Fm. 27. 






Fiff. 29. 













-1 



































































































Fig. 80. 



Fia;. 31. 



MM 



Fio-. 32. 



Fio-. 28. 



Fi^. 33. 



PARADISE OF CHILDHOOD. 



189 



_i 



Fig. 34. 



Fig. 35. 



T I r 
Fig. 37 



Fig. 38. 



Fig. 39. 











■ 


I 






— 












1 
















r 






































































































































1 








1 






1 


1 













Fig. 36. 



Fig. 40. 



190 



QUARTER CENTURY EDITION 



the obtuse angle. This linds its separate rep- 
resentation in a of Fig. 35 ; opposition accord- 
to position is given in b; mediation in c and d 
and the combination of these four elements in 
one rhomboid forming Fig. 35. The four ob- 
tuse angles are turned inwardly. F'ig. 37, the 



Fig. 41. 
opposite of Fig. 35, is produced by arranging 
the triangles in such a manner that the obtuse 
angles are turned outwardly. Fig. 36 presents 
the form of mediation. 



Fig. 42. 
It is evident that with obtuse angled trian- 
gles as with right angled triangles, combina- 
tions can be produced. Indeed, the pupil who 
has grown into the systematic plan of develop- 
ment and combination will soon be enabled to 
unite given elements in manifold ways ; he will 
produce stars with filled and hollow middle, 



rotation forms, etc., and his mental and phys- 
ical power and capacity will be developed and 
strengthened by such inventive exercises. 

Side by side with invention of forms of 
beauty and knowledge, the representation of 
forms of life, take place, in free individual ac- 
tivity. The child forms, of lines of one length, 
a plate, (Fig. 38), or a star, (Fig. 39), of 
lines of one and two lengths a cross, (Fig. 40 ) , 
of lines up to four lengths he represents a 
coffee-mill, Fig. 41), and emplo^-s the whole 
material of vertical lines at his command in 
the construction of a large building with part 
of wall connected with it. (Fig. 42). Equal 
consideration, however, is to be bestowed upon 
the opposite of the vertical. 

THE HORIZONTAL LINE. 

Figs. 43—63. 

The child learns to draw lines of a single 
length below each other, then lines of two, three, 
four and five lengths, (Figs. 43-47). He ar- 
ranges them also beside each other, (Figs. 
48-50) , unites lines of one 
and two lengths, (Fig. 
51), of on e , t w o a n d 
three lengths, (Fig. 62), 
of one to four leug t h s , 
(Fig. 53), finally of one 
to five lengths, th e r e b y 
producing the right angled 
triangle. Fig. 64, its oppo- 
site, E'ig.55, and forms of 
mediation. Figs. 66 and 
5 7 . The pupil arr a n g e s 
the elements into a square 
with filled middle, (Fig. 
58), with hollow middle, 
(Fig. 50), produces the 
forms of mediation, (Fig. 
60), and continues to 
treat the horizontal line 
just as' he has been taught 
to do with the vertical. 
Rotation forms, largerfig- 
ures, acute and ol)tuse 
ano-led triangles can be formed ; forms of 
beauty, knowledge and life are also invented 
here, (Fig. 61, adjustable lamp; Fig. 62, 
key ; Fig. 63, pigeon-house) ; and after the 
child has accomplished all this, he arrives fi- 
nally, in a most natural way, at the combina- 
tion of vertical and horizontal lines. 



PARADISE OF CHILDHOOD. 



191 














— 






—LL- 





Fig. 43. Fig. 44. Fig. 45. 






Fig. 5G. 



Fig. 57. 






Fig. 46. 



Fig. 47. 




Figs. 48. Fig. 49. Fig. 50. Fi^. 51. 







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Fig. 53. 



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Fig. 54. 



Fig. 55. 



Fig. 58. 



Fig. 59. 



Fis^. 60. 



I- 1 I I r bi " r— 7r~l — I — 



t» 



192 



QUARTER CENTURY EDITION 






Fig. (;i. Fio-. 

COMBINATION OF VERTICAL AND 
HORIZONTAL LINES. 

Figs. (14—92. 

First, lines of one single len<i(li are com- 
bined ; "vve already have four forms different as 
to position, (Fig. 64). Tlien follow the com- 
bination of two, three, four, live-fold lengths. 



(12. 



Fig. 03. 



Fig. 09 is jiroduccd. Its opposite Fig. 70 and 
the forms of mediation, can be easily found. A 
union of these four ekunents appears in the 
square, Fig. 71 ; ojjposite Fig. 72. In Fig. 71, 
the right angles are turned toward the middle, 



Fig. (il. Fig. 65. 

(Figs. G;")-6<S) Avithcach of which four opposites 
as to position are })ossible. As previously, 



Fig. CM. Fig. (!9. 

and the middle is full. In Fig. 71 the reverse 
is the case. Forms of mediation easily found. 



~i 






Fig. 7(b 

Fig. ()(■). Fig. ()7. If vertical and horizontal lines can bo united 

lines of one to live-fold lengths are united I0 only to form right angles, we have ])reviously 
triangles, so now the angles are unitetl and seen that vertical as well as horizontal lines 



PARADISE OF CHILDHOOD. 



193 



may be coniljiiicd to obtuse aii<l acute-angled 
triangles. The same is possible, if they are 
united. Fig. 73 gives us an example. 

As iu Fig. 73, the vertical lines form an ob- 
tuse-angled triangle, so the horizontal lines, 
and linally l»oth kinds of lines can at the same 
time ))e arranged into obtuse-angled triangles. 






Fig. 71. 

Thus a series of new elements is produced, 
whose systematic employment the teacher 
should take care to facilitate. 

So far we have only formed angles of lines 
equal in length ; l)iit lines of unequal lengths 



Fig. 72. 
may be combined for this purpose. Exactly 
in the same manner as lines of a single length 
were treated, the child now combines tne line 
of a single length with that of two lengths, 
tljcn, in the same way, the line of two lengths 
with tljat of four lengths, that of three with 
that of six, that of four with that of eight, and 
finally, tlie line of five lengths witli tliatof ten. 
The combination of these angles affords new 
elements with which the pupil can continue to 
form interesting figures in the already well- 



known manner. Figs. 73 and 75 are such 
fundamental forms ; the development of which 
to other figures will give rise to many instruc- 



Fig. 73. 
tive remarks. These figures show us that for 
such formations the horizontal as well as the 



Fig, 74. 
vertical line may have the double length. Fig. 
74 shows the liorizontal lines combined in such 
a Avay as if to form an acute-angled triangle. 
They, however, fonu a riglit-angled ti'iangle, 
only the right angle is not, as heretofore, at 
the end of the longest line, but where? An 
acute-angled triangle would result, if the hor- 
izontal lines Avere all two net-squares distant 
from each other. Then, however, the vertical 
lines would form an obtuse-angled triangle. 
Important pi'ogress is made, when we com- 



194 



QUARTER CENTURY EDITION 



, J I 



: ,—, 



Fig. 75. 
blue horizontal a u d ver t i eal 
lines in snch a way that by 
tonchino-in two points they 
form closed fignres, squares 
and oblongs. Fig. 78. 

and five lines. These are combined llK'n 
as vertical lines were combined also P 
with 2% tlie 1% 2% and 3^ etc. These 
condiinations can be carried out in a 
vertical direction, when the scjuares will 
stand over or under each other ; or in a 
liorizontal, when the squares will stand 
side l)y side ; or, finally, these two oppo- 
sites may Ite combined with one another. 
Fig. 76, shows as an example a combi- 
nation of four squares in a horizontal di- 
rection, its opposite, and forms of me- 
diation 

In Fig. 77, squares of the 
first, second and tliird sizes 
are combined, vertically and 
horizon ta 1 1 y , f o r m i ng a 
right angle to the right be- 
low ; then comes the oppo- 
site, (angle left above) and 
tlie forms of mcd i a t i o n . 
The same rule is fol 1 ow ed 
Fig. 77. here as with the right angle 

First, tlie child draws squares of one-length's formed by single lines. The simple elements are 
dimension, then of two-lengths, of three, four, combined with each other into a square with 



Hg. 76. 



PARADISE OF CHTLDHODD. 



195 



Fig. 70. 



hollow middle, etc. ; and fiom the new elements tially new element should give rise to a num- 
tliiiH i)roduc('d hu-gcr ligiu-cs are again created, l)(;r of exercises, conditioned only hy tli(; indi- 
aw the example Fig. 7H, illustrates. Squares of vidual alnlity of the child. Jt must be left tO' 

the faithful teacher, hy an earnest ob- 

^ sei'vation and study of lier pupils, to 

find the right extent, here as every 

_ where in their occupations. Indis- 

- crimiiuite skipping is not allowed, 
neitlnu' to jjiipil nor tea(;her ; each fol- 

— lowing jnodiiction nmst, under all cir- 
~ cuinstances be d(!riv(;d from the pre- 
~ ceding one. 
~" As the square was the result of 

angles formed of lines of equal length, 
so also with the oblong. Ilei-e, too, 
the child begins with the simplest. He 
forms oblongs, the base of Avhich is a 
single line, the height of which is a line 
of doul)le length. He revei'ses the case 
then. Base line two, height single length. 
Retaining the same proi)ortions, he pro- 
gresses to larger oblongs, the height of 
which is double the size of its bas(?, and 
vice versa, until he has reached the num- 
bers five and ten. 

It is but natural that these oblongs, 
standing or lying, should also be united in 
vei'tical and hoiizontal directions. Each 
form thus ]jroduced again assumes four 
different positions, and the four ele- 
ments are again united to n e w 
formations, according to the rules 
previously explained. Fig. 79 a, 
shows an arangement of standing 
oblongs, in horizontal directions. 
The opposite would contain the 
right angle, at a to the right be- 
low — to the left above ; Fig. 79 c 
would l»e one form of mediation, 
a second one, (opposite of Fig. 
79 c) would have its right angle to 
the right above. 

Fig. 80, shows a combination of 
lying oblongs, in a vertical direc- 
tion. Fig. 81, shows oblongs in 
vertical and horizontal directions. 
Fig. 82, a combination of standing 
and lying oblongs, the former being 
arranged vertically, the latter, hori- 
zontally. 

In Y'lg. 83, we find standing ob- 
a Fig. 81. c longs so combined that the form represents an 

from one to five length lines of course admit of acute angled triangle; a and c are the only 
being combined in similar manner. Flach essen- possiVjle opposites in the same. 



Fig. 80. 



I 






196 



OUARTEIl CENTURY EDITION 



Fio;. 82. 



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PARADISE OF CHILDHOOD. 



197 



Fisi'. 91. 



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__. These few examples may Hufficc to 
_' iiulieate tlie al)uii(Uinc(! of forms which 
_ may be coiistriicUHl with sii(;h simple 

— material as the horizontal and verti- 

— eal lines, from one to live lengths, 
~ {and double). 

~ It is the task of the educator to 
~ lead 1 he learner to detect the elements, 
logically, in order to produce with 
them, new forms in unlimited num- 
bers, within the boundaries of the 
laws laid down for this ])urpose. 

But even wilhout using thesis ele- 
ments, tlus child will bi! able, owing 
1() continued practice, to represciut 
manifold fornisof lile and beauty, 
partly by his own fiee invention, 
partly by imitating the objects he 
has seen before. As samples of 
the former. Fig. 00 shows a cross. 
Fig. 92 a triiniiphal gate, Fig. 9^5 a 
windmill; of thelatter,Figs. H4-.S6, 
HU and 91 show samples of bordcsrs. 
Figs. H7 and HH show other simple 
embellishments. As the vertical 
line; ('(juditioned its opj)Osite, the 
lioiizontal line, both again condi- 
tion their mediation. 



Fig. 93. 



OBLICiUE LINES. 

(Figs. 94- 1 34 J. 

Our remai'ks here can be brief as the opera- 
tions are nothing but a repetitjon <jf those in 
connection with the; vertical line. 

Thecliild practices the drawing of lines from 
ones to fiv<! lengths, ( Figs 94-9H) and combines 
these, receiving thereby four oppositionally 
equal right-angled triangles, (P'ig. 99-102), 
of which it produces a square, (Fig. 108), its 
opposite, (Fig. 104), forms of mediation, (Fig. 
105), and finally large figures. 

Then the lines are arranged into obtuse an- 
gles, and the same process gone through with 
them. 

With these, as in Fig. 100, its opposite Fig. 
109, and its forms of mediation. Figs. 107 and 
108, the obtuse angles will Ix; found at the 
vertical mi<ldle line, or as in Fig. 110, at the 
horizontal middle line. By a comljination of 
Figs. 108 and 110 we produce a star, Fig. 112. 
Finally we have also, reached here the forma- 
tion of the acute angled triangle, (Fig. 111). 
The oblique line prescints particular richness 



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I»AIIAI)ISI<: OK (MIILDIIOOI). 



199 






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l-'i-'. i;il, 



I'AlfADISI-: Ol-' (:\\\\A)]\<)()\). 



yjiii 



lowor rncrnhcrH arc forfncl of (JiagonalB of 
Htaixliiif^ oIjIoii^h. 

(>l(li(jii(!H of viirioiiH gr-'wIcH cud bo iinilcd 
Willi OIK! |)oiiit, iiH in Fif<. I IH, lH;Hid(! wtiicli tii*; 
foiiii of in(;(liat,ioii would appear aw Fif^. II'.). 

Ah III tJiiH caHO, lyinj^ fij^iiroH an; prodiH;cd, 
Hliiiidiuf^ oii<!H can he |)r<K]ii(;(;d likiiwiHe. Ka(;li 

1Wf>f>f ilKMilC-UlClltM tllllH VCCA-AVCA iiiiiy hc lllliliid 

HO lliitl, all (;l»liqii(;H Ikhikj from oik; point, iiHJfi 
Fif^. 120, and in itH oppf>Hit.(!, Fi}.?. 1'2I. 

An o])|)OHilif>nal coiriltinalioii cuu silnolukf; 
plafjc, HO 11 1 at each t.wolincH of llic hmiiic j^iad<; 
umti, (Fi<jj. 122). Tlic, coinftinalion of oldifjiicH 
with ohIiqiKJH to an^l<;H, to HqiiarcH and ohlon^H 
now follow, analof^oijH to the, nictijod of (;oni- 
hi)rni<( ohlonj^H, v(!rtical and liorizontal lin<;H. 
Finally the eoinhination <>i verlieal and ohliqne, 
horizontal iuid ohliqiK; lin<'H toaiif^lcH, ihonihuH 
and ilioinhoid \h introfliu-cd. 

With tli(!H(!, the child tiien IiIh Hkill in pro- 
(hicin*;^ fonriH of life: \'"\^. ll»;5, f^fit<; of a for- 
trcHH ; Fig. 134, chiirr-h with a HclK)olhonHe 
and cemetery wall, and fornm of Iteanty : FigH. 
12I-{-l'}2. The taHk of the Kindergarten and 
the teacher han been accom|^liHli<!d, if the child 
haH learned to manage oblique liiicH of IIk; first 
and Hccond rU^gree Hkillfiiliy. All giv'(;n in- 
Hlriiction which aimed at Homething beyond 
thin wan intended for the. Htiidy of the; teacher 
and the primary department, which instill more 
the CUBC in. regard to Hk; curved line. 

TIIFC'CliVFI) IJNK. 

('''is,"*- '35— '47-) 

Simply to indicat<! the progress, !ind to give 
Fncbcl's system of instruction in drawing com- 
plf;tc, we. ndd IIk; following, and Figs. l/l.'j-H? 
in illustration of it. 

First, the (;liild has to acquii<e th(; af)ility to 
draw a curved linr;. Tin; simplest curved line 
is th(! circle, from whir-h all oIIkms may be 
<lerived. 

However, it is difficult to draw a circle, and 
the net on slate and paj^cr do not afiforfl siiffi- 
<'icnt help and guide for sodoing. I»ut on the; 
otlier hand, the ehilrl has l»(!(!n cnalded to draw 
Hquar(;s, HtiJiight and oblique lines, and with 
the assistance of these it is not difficult to find 
a numf>er of points which lie on the [periphery 
of a circle of given size. 

It is known that all corners of a quadrangle 
(square or oblong) lie in the periphery of a 
circle whose, diameter is the diagonal of the 



(piadrangl(\ In th(! Hamcrnanner all other right 
niiglcH constriicterl rjver the diameter, are p*;- 
ripliery angles, affording a point of the d<rsir<!d 
(circular line,. It is therefore; n(;(;essary to con- 
struct Hueli right angles, and this can be done 
very re,adily with the; assistanc*; of ohiiques of 
various grad<'H. 







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Fig. \?,h. 

Suppose' we flraw frr^m point a (Fig. 1 •'<;';, 
an oblique of IIk; third degn^c, as thcdiiigonal 
of a standing oblong ; draw then, starting from 
point 0, an oblong of the, third degree;, as diag- 
onal of a lying oblong, and continue both these; 
lines. They will meet in [ioint a, and there 
form a light :ingle. 

All r>hliques of the siime; degree, drawn from 
opposite points, will do the same as soon as 
tfi<; one approaches the; ve;rt,ie;al in the same 
pro|)Ortie>n in wliie-h the; e>th<'r e;ome;s ne;ar the; 
horizontal, or as sejon as the; one; is the; eliag- 
e>nal of a Htanding, the; eithe-i- fif a lying oblong. 



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Fig. VM\. 
The lines A<i anel CV; are; obliejue;s e>f the 
third. Ah anel ('h of the; se;e;onel, Af aiu] C'f of 
the- thirel elegre;e-, e;tc., e-tc. In this manne-r it 
is e;asy te> finel a numbe;r of pe^ints, alle^f whie-h 
are; pointH in the circular line, inte;ne|e;e| te> be; 
elrawn. Two or three; of the;m ove;r e;ach side;, 



?()-t 



gTTAKTKK^ CKNTlia' l^DITION 



will siiflloo to ftu'ilitnto tho dnnvinii of the oik- tho oomlnnntion of d ami c. In Fip;. 1-12, tho 
orMt^orihini; ciii'lo (Fiii. lo(!). Inliko uinniu'r anaiiiioniont tlnally takos place in oblitiuo 
the iMKKseribinu; eirele, will be obtained by direetion, anil all lines meet in <^ne point, 
drawing the middle transversals of the stinare. The quarter eirele is followed by the half 
(^Fig. lo7), and eonstrnetino- from their end- 
points angles in (he previonsly described 
manner. 

After the pnpil has obtained a 
correct idea t>f the size and t\Min 
of the circle, whose railins may 
be of from one to live lengths, he 



I _. 




Fig. lo7. Fig. lo8. 

will divide the same in half and qnartci circles, 
pnnlueing thereby the elements for his farther 
activity. 




Fig. lolb 

The course «>f instruction is here again the 
same as that in connection ^vith the vertical 
line. The pupil begins Avith quarter circles, 
radins of \vhich is of a single length. Then fol- 
low quarter circles with a radius of from two 
to live lengths. By arrangement of these live 




Eig. 140. Fig. HI. 

(luavter circles, four elements are produced, 
which are treated in the same manner as the 
triangles produced by arrangement of live 
straight lines. The segments may be parallel 
and the arrangement may take place in vertical 
and horizontal direction, (Figs. 138 and loi)), 
or they may, like the obliques of various de- 
grees, meet in one point, as in Fig. 142, of 
which Figs. 1B8 and 139 are examples. 

Fig. 140, represents the combination of the 




Fig. !!•_>. 
circle. Figs. 140-145; then the three fonrths 
circle, (Fig. 14li), and the >vhole circle, as 
shown in Fig. 147. 







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Fig. M.-i. 
With the intriHluction of each new line, the 
same manner of pnn'eeding is observed. 

Notwithstanding the brevity with Avhich we 







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Fig. 14 1. 
have treated the subjin-t, we nevertheless be- 
lieve we have presented the course of instrnc- 



elements (( and d a^i a new element ; Fig. 141, tion in drawing sutHeientl\ clear and forcible, 



PAUADISK OK (:\{\\A)]\()()\). 



205 



and liope tliat Ijy it wc have made ovideiit : — drawing for tJio future life of the pupil — may 

1. That the method describerl here is per- he be led therein by itH Bignifleance, for induK- 

feetly adapted to the child's aljilities, and fit 

to develot) them in the most loj^ieal manner. 






r^ 



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^ 



2f 



Fig. Ho. Fig. 14G. 

2. That the abundance of mathematical 
perceiJtions offered with it, and the constant 
necessity for combining according to certain 
laws, cannot fail to Burejy exeat a wholesome 
influencein the mental dev(;lo[jnient of the pupil. 

3. That the child tluis jjrepared for future 
instruction in drawing, will derive from such 
instruction more benefit than a child prepared 
by any other method. 

Whosoever acknowledges the importance of 





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1 

i 



Fig. 147. 
trial purposes, or aesthetic enjoyment, which 
latter it may afford even the poorest 1 — will be 
unanimous with us in advocating an early com- 
mencement of this ]>ranch of instruction with 
the child. 

If there be any skeptics on this point, let 
them trv the experiment, and wc; are sure they 
will be won over to oui' side of the question. 



EDITOR'S NOTES. 



Tin; system of drawing Vjased on netted slates 
and pajK'r, as lecommended by Frojfjel has been 
fieely criticised in recent years, and by some 
kindergai-tnei-s entiiely discajded. The draw- 
ing exercises which have Ijeen already given 
were devised either by Fra'bel or his early fol- 
lowers in accordance with the principles which 
he is supposed to have held. If Fra'bel had 
received in his youth the instruction in draw- 
ing which is enjoyed by the children of the 
present time he probably would have developed 
a system of diawing for the kindeigaiten some- 
what different from that which bears his name, 
and 3'et it is safe for his followers to hesitate 
before they entirely discard his suggestions on 
this subject. It is well in this connection to 
consider how much of his work has come to be 
recognized as of great value, after having been 
neglected and practically ignored by our best 
educators for a generation, and we should give 
careful attention to the claims made for the 
netted drawing, adopt as much of it as seems 



to be <'i value and then go on with the more 
modern methods which liave l>een proved to be 
desirable, during the last twenty-five years of 
progress in ait and industrial education. In 
free-hand drawing Fro.'bel has practically left 
us no suggestions. He was a surveyor and 
a mathematical draftsman with no training in 
artistic free-hand diawing. Prof. Wiebe seems 
to have quite clearly set forth the principal 
featui'cs of value in the system of drawing used 
by Fro^'bel and d(;velop(;d by his followers for 
twenty-five years after his death. The editor 
prefers in this edition of Prof. Wiebe's book to 
treat of netted drawing as it was advocated liy 
Fra'bel, without addition to the original text or 
argument for its valuable qualities. 

In addition to the exercises thus recom- 
mended there is undoubtedly some educational 
profit in copying on netted paper the designs 
laid on the kindergarten table with sticks, and 
whatever of value there is in tJjis woik may be 
secured Ijy using sticks from one to four inches 



206 



QUARTER CENTURY EDITION 



long to form the designs on the table, and net- 
ted paper with one quarter to one half inch 
squares for copying the figures. A hal)it of 
accuracy is cultivated and some ability in imi- 
tating is developed in such work, whicli must 
be of value in almost any phase of industrial 
art. The reproduction of this school of netted 
drawing, with such prominence as it here as- 
sumes in comparison with all else that is shown 
of drawing in this book, is not intended to in- 
dicate its relative importance at the present 
time, but to avoid losing sight of Fnebel's rec- 
ommendations. Little space is here devoted 
to the modern methods of instruction in draw- 
ing because these are constantly before the 
teachers and are also fnlly explained by com- 
petent Avriters in various publications relating 
to the subject. For the use of slates, either in 
the kindergarten or the school, there is no ex- 
cuse at the present day. The one argument 
of economy is offset a hundred fold by hygienic 
and other objections which are patent to all who 
have given thought to the question. 

Before drawing can be intelligently taught 
in any kindergarten the teacher must know so 
much of the subject as to be able to select from 
the various systems of j^rimary drawing the pe- 
culiar features best adapted to the kindergar- 
ten. A child in his second kindergarten year 
ought to be better i)repared to undertake any 
phase of drawing than a pupil in the second 
year of the primary school without any pre- 
vious kindergarten experience, because of the 
superior training inform perception and manual 
dexterity which the kindergarten affords in the 
first year. 

Drawing is a miiversal language by which 
communication ma}' he held between all classes 
of the human race. The Hieroglyphics of the 
ancient nations and the rude drawings of the 
American Indians are the means by which ideas 
were transmitted from one age to another and 
by which we are to learn much of life in the 
past. Careful observation must precede draw- 
ing, and any drawing which represents in a 
reasonable degree the leading truths regarding 
the form of objects, is legitimate and not with- 
out value. The most progressive methods of 
teaching drawing in our schools to-day are 
founded on form study and model drawing, and 
therefore the children of the kindergarten have 
a great advantage over others in learning to 
draw, because the instruction of the kinder- 



garten includes so much of form study thac th-e 
pupils learn to perceive more clearly than other 
children the fundamental forms in the objects 
around them. 

Educationally, elementary drawing may be 
divided into three general classes : Illustrative 
drawing ; mathematical or instrumental draw- 
ing, which is often termed mechanical drawing ; 
and free-hand objective drawing, or drawing 
from models. In this order illustrative draw- 
ing is placed first because it is the lirst at- 
tempt of the savage and the child to express 
ideas by pictorial illustration. This must also 
be considered again after all others, because it 
is the highest achievement of the artist to ex- 
press ideals surpassing in beauty all nature. 
If properly encouraged, the child from the 
earliest age at which he can hold a pencil is 
delighted to draw rude representations of his 
pets and toys. Pie will often see in his draw- 
ing a likeness to an object which does not ap- 
pear to the more mature perceptions, because 
the child grasps the general forms or more 
striking features without observing the minor 
details. In this faculty the infant possesses 
naturally that which the older student must ac- 
quire before he can become an expert artist. 
Therefore the kindergarten child should have 
free access at proper times to the blackboard, 
or be furnished with cheap paper and pencil 
for illustrating in his own way the stories which 
are told to him or which he may be led to tell 
of his own experience. In such drawings it is 
not expected that any of the truths of perspec- 
tive will be very accurately expressed. It may 
lie that a cat, a chicken, a house or a tree will 
be drawn, and if the resemblance which is at- 
tempted is approximated in the result it should 
receive such approval as will furnish encourage- 
ment to further effort. This idea was not popu- 
lar fifty years ago and the noontime efforts of 
the district school pupils to decorate the black- 
boards, schoolroom walls and desk tops with 
samples of elementary art and "knife work" 
were frowned ui)on in such a practical man- 
ner as to destroy all ambition for excellence in 
graphic expression as well as manual training. 
The kindergarten may be the means for de- 
veloping many an artist as well as an artizan 
who would otherwise never show any talent in 
these directions. 

If the teacher has given such attention to the 
simplest elements of illustrative drawing as 



PARADISE OF CHILDHOOD. 



207 




^Vyz^-T-T^ 











Fig. 153. 



Fig. 150 






<-)oV-V 




1 </r^ J--\ 



Fig. 151. 



Fig. 154. 



208 



QUARTER CENTURY EDITION 



will eii!ihle lior to piodiu'i' such blackboard 
sketches as :ircsu«»gestc(l by tlic simple outlines 
shown in Figs, IbS-l;")!, the fre(iuent use of 
tills f:icult\Mvill give the cliildren samples that 
may stinnilati' them to accomplisli the same 
results in tlu' expression of their own ideas, 
and if they should meivly imitate the work of 
llic teacher no haiMu can resulti as tlie work will 
alTord the best i)ossibh> training in linger and 
arm niovcments. 

InstrunuMital drawing which is suggested as 
llu> second division of the general subject, in- 
cludes all drawing made to a scale, such as a 
map which is tiie plan of a section of country, 
oi- a sipiari^ whicli is a drawing of one face of 
a cube. In all such drawings no representa- 
tion of solidity by means of perspective is at- 
tempted, and they are made either the exact 
size of the object or of some deiinito propor- 
tion as one half size, one qnarter size, etc., 
and therefore by the use of a suitable "scale" 
may be measuied and tlu* actual size of the ob- 
ject determined so that it can be correctly re- 
produced from the drawing. Such drawings 
are often called '•'•workiiig drawings." In the 
kindergarten only "full size" drawings should 
be attempted and for this pnri)ose the forms 
found in the kindergarten material cannot be 
surpassed as models, IJecause the ball is a 
circle fr()m whatever position it is viewed, this 
fact regarding its form is easily perceived by 
tiie child and thus if he lays the round tablet 
of the seventh gift on iiis paper and marks 
around it, he will haveacircle which is an out- 
line of a ball and may be tinished to represent 
a llrst-gift ball by adding a line for the string. 
If the square tablet is used as a |>atteru to be 
marked around, it will represent the face 'of a 
third-gift cube. So also theother tablets may 
serve as patterns for drawing representations 
of the fac«^s of the otiier gift blocks. 

In the four inch folding paper we have one 
of the most valuable drawing models for this 
class of work. For example let the pui>il lay 
a four-inch square folding paper on a sheet of 
plain drawing paper, make a dot at each cor- 
ner, remove the paper and with a ruler for a 
guide draw the four straight lines connecting 
the dots and forming a sipiare. This scpiare 
is a comiiletc mathematical drawing of the 
folding paper, because the paper practically 
has no thickness and therefore has bnt two 
dimensions, both of which are shown in the 



drawing. Now fold the paper accurately, one 
edge to the opposite edge, unfold and carefully 
lay the paper on the drawing of the square al- 
ready outlined, and make a dot at each end 
of the crease })rocured by the fold. Remove 
the paper and with the aid of the ruler draw a 
line connecting the dots and ri'pri'seuting the 




Fig. 156. 




Fig. 157. 



Fig. 158. 




Fig. 15i). 




IGO, 



creases made by the fold, as in Fig. 155. Fold 
the other two opposite edges together in the 
same way and draw- the line rei)resenting the 
second crease at right angles to the tii'st, form- 
ing Fig. 15G. Now fold the four corners to the 
center, unfold and draw lines I'cpresenting the 
four new creases as indicated in Fig. 157. An- 
other simple sequence is shoAvu in Figs. 158, 
150, and 1(50, while man}' others may be de- 
vised. As geometrical drawing in the higher 
grades develops the power of exact obser- 
vation and manual performance, so the net- 
ted dra,wiug of Fnebcl and the previously de- 
scribed practice with the tablets and folding 
pajiers as models are cciually useful in culti- 
vating the same (pialities in the kindergarten. 
The teacher nuist constantly have in mind the 
fact that all exercises Avith the childreu which 



PARADISE OF CIIILDTIOOD. 



209 



roqiiiro jic(;uniey and close attention must be 
used for only a very few minutes at one Bit- 
ting. But because this restriction is necessary 
it nuist not be inferred that all exei'cises rec^uir- 
ingany degree of exactness must be abolished 
ov forbidden in the kindergarten. It is not 
ru^ci^ssary to esix'cially inipi-ess u|)on a compe- 
tent kindergailner the necessity for accuracy 
wh(;n accinacy is icHjuired, as it is a funchi- 
inental principle of her profession, but it is 
well for her to know also that it is not ignored 
by the best artists, although too often neg- 
lected by pseudo-artists who pose as authority. 
In these days of practical ideas an artist en- 
hances his commercial value and does not lose 
caste professionally because he can produce a 
design correct in drawing, and, if occasion re- 
quii-es, within given din)ensions. 

Jt is well to r(!meniber that a sharp distinc- 
tion must b(! made between mechanical or in- 
strumental drawing and fr(!e-hand drawing. 
One is as valuable as the other in its own place, 
and it is no more creditable to be an expert in 
free-hand than in mechanical (b-awing. There 
:ire occasions when the free-hand drawing must 
b(! as accuiate as the instrumental drawing, 
although the (juality of the re(piired lines may 
be (juite different in the two classes of work. 
Tliei'efore inasiruuth as accuracy must be ob- 
S(u-ved when it is (tailed for, the i)upil should 
be recpiired to know what it means and how to 
secure it if necessary, which is more frequent 
than the practice of some i)rofe8sional artists 
woidd seem to indicate. 

We now come to our third division of the 
subject, fi'ee-hand drawing, which is the 
bi'oadest and most pi'actical for school instruc- 
tion and may Ix; encourageil in the kindergarten 
as an aid to illustrative; drawing, the first sec- 
tion in oui' division of the subject. If the boy 
can draw the cube and cylinder of the second 
gift in persjjective approximately correct, he 
has the fundamental experience for many of 
the forms in his future work, and with the 
ad(bti<Mi of some of the fifth-gift forms very 
many of the principal outlines of architectural 
consti'uction m:iy be represented. The ac- 
companying sketches suggest some of the ap- 
plications of the gift-block forms to nature 
(bawing. 

Figs. 161-165 represent objects embodying 
the spherical form ; Figs. 166-169 embody the 
form of the cul)e ; Figs. 170-177 illustrate 



modifications of the cylindei-; Figs. 178-183 
represent the fouith gift, while Figs. 184-186 
embody the triangular ])rism of the fifth gift ; 
Figs. 178,183 and 184 may be 
considered a combination of the 
fourth and fifth gifts. 

It is neither necessary nor 
desirable! to att(!m|)t in the brief 
space of a Kindcigarten Hand 
liook to make further sugges- 
tions in this line, because so 
many simple and practical 
Y'^'? books on the Bu))ject, have been 

I .#vi,\ published which apply as well 

to the higher grades of thekin- 
dergart(!n as to the l(jw(!r school 
grades for which they we^re wiit- 
ten. Foiin p(!)C(;ptioii :ind man- 
ual training, whi(;h are such 
prominent features in the kin- 
dergarten, are the chief fac- 
^^' — ^ tors in correct drawing, and 

Fig. 161. correct drawing is absolutely 
necessary to good art, as well as to mechanical 
construction. A well-known teachei- and writer 
on the Subject of art instruction has said : 
••The geometric figuies enter into the subject of 





Fig. 162. 





Fig. 164. Fig. 165. 

all foims, natural and artificial, and their ap- 
plication is of a])Sorbing inteiest when traced 
through object and ornament, through archi- 
tecture and painting, through snow-flake and 
crystal, flower and fruit, shell and insect, and 



210 



QUARTER CENTURY EDITT(3N 







till 



V\m. 174, 



'0. "''-Ar^^ 









Ki<,^ 170. 



FiLT. 170. 






FiK. 175. 



c^ 



Fig. 177. 



P'ig. 171. 




Fig. 178 



PARADISE OF CHILDHOOD. 



211 



all liighcr foriiiB of lifo. TlKisc, Hlioiild In; illiis- sorno u])ility at iiiuHtration and frcc-liiuid draw- 

trntod. Working drawings of cylinders and ing. Ono who has not experienced it cannot 

(MihcB arc hilt the Ix'ginning; tlx^y have n(!W iriijiginc the; j^IcjiHiirc; of })eing ahk;, even though 

meaning when seen as the llist types which pre- quite iniperfectly,to make a hasty pencil sketch 




j!lIi!!I!]|lllO!l!llli;i!ll! 

'''■•'••••''■"■"v.wfiVM;;;i?"".- 

P^ig. 180 




^ > »^ \^J,A^IA*M 




Fig. 184. 




Fig. 181. 



Fig. 182. 





Fig. 18,5. 





.rt ^Uy.*^!***? t. 



Fi<r. 183. Fig. 186. 

figure the steam-cylinder, tiie railway car, the for future reference. A series of note sketch 

soldiers' monument and the mausoleum, tlie hooks kept for years become a constant source 

Tower of Pisa and the Cirand Opera of Pai'is," of pleasure and there is a personality in the 

No kindcrgartner ciin do Imr best until sIk; hiis sketches which never can pertain to the results 

a good knowledge of elementary geometiy and of the siuip-shot with the camera. 



THE i:iJ-:VRNTH AND TWELFTH OIFTS. 
MATERIAL 1-()K J^ERFORATING AM) EMBRUll)i:KIN(i.. 



I r is cluiiiiod by iih Ihtit nil oceupiitioii jii:i- 
U;riu,l presented by Fra-bel, in tlie Gifts of tiu; 
Kindergarten, are, in some respects, related to 
each otlier, complementing one another. What 
logical connection is there between the occu- 
pation of perforating and enil)roid('riiig, intro- 
(liic(;d witli tli(! present and the use ol' tiie pre- 
viously iiiti'oduccd (iiftsof tlie Kindci'gnrtcn ? 
Tiiis (jiiestion nuiy be asked by bomic. supei'licial 
eu(|uirer. iliui we answei' thus: in the first 
(iifts of tlie Kindeigarten, the solid mass of 
bodies prevailed ; in the following ones the 
plana ; then the embodied line was followed by 



Steadiness of the eye and hand are the visible 
results of the occupation which directly pre- 
pares the pupil for various kinds of manual 
lal)or. The perforating, accompanied by the 
use of the neetUe and silk, or worsted, in the 
way embroidery is done, it is evident iu what 
direction the faculty of the pupil may be 
developed. 

The method ])ui'sued with this occupation is 
analogous to that emi)loyed in the drawing de- 
partment Staiting from the single jjoint, the 
child is gradually led through all the various 
grades of ditliculty ; and from stej) to step his 



Fig. 1. 
the; (Iravm line, and the occupation Jiere intro- 
duced brings us down to t\ii', jjoiid. With tin; 
iutiodiictioii of the perfcnating paper and[)rick- 
iug needle, we have descended to the siiiallcsl, 
ptirt of the wliole — the extreme liniit of mathe 





— 


— 






— ^ 




- 




— 






— 


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f— 


— 






— 




-, 




. — 






— 


— 





Fig. 4. Fig. [). 

matical divisibility; and in a playing manner, interest in the woik will increase, especially as 
the child followed us unwittingly, on this, in an the various colors of the embroidered figures 
abstract sense, tlillicult journey. add much to their liveliness, as do the colored 

pencils in the drawing department. 



H k^_, I <y-^~, — .-♦_ ( , K-»- > 1 »-•- > . K-»- > . .-♦-. . . -•- ( 



Fig. 2. ^'''^' ^^• 

The material for these occupati(ms is a piece '*''"' ^''"''^ ^""^^ l»™ks vertical lines of two and 

of net paper, which is placed upon some layers three lengths, then of four and live lengths, 

of soft blotting paper. The pricking or per- ^ ^'''-"- ^ •'"*• ^ ) • '^''^y aic united to a triangle, 

forating tool is a rather strong sewing needle, «l»l»'«'tt'» '^'"1 fwms of mediation aie found, 

and these; again are united into squares with 
hollow and filled middle, (Figs. 4 and 5). The 
horizontal line follows, (Figs. fi-H), then the 



Fig. ?'. Fig. 7. 

fastiuied in a holder so as to ])roject aboutoiH! combination of vertical and horizontal to a 

fourth of an inch. Aim of the occu|)ation is right angle in its foui- oppositionally equal 

the i)roduction of the])eautiful,notonlyby the positions, (Figs. 9-12). The combination of 

child's own activity, l)ut l>y his own invention, the four elements present a vast number of 



PARADISE OF CHILDHOOD. 



213 



small figures. If the external point of the 
angle of Figs. 9 and 10 touch one another, thc- 
cross (Fig. 13) is produced ; if the end points 
of the legs of these figures touch, the square 
is made, (Fig. 14). By repeatedly uniting Figs. 
9 and 12, Fig. 15 is produced, and hy the com- 
bination of all four angles, Figs. IGand 17. 
According to the rules followed in laying fig- 





























































1 


































1 





































Fig. 8. 









1 




— 


- 




-i 


— 




— 


— 




















I 








_ 




















- J 






— 


— 




— , 


— 





Figr. 9. 



Fig. 10. 



Fig. 11. 



Fig. 12. 











— 


























































' ' 
































4- 






— 

























Fig. i; 





1.1 





t * 







In a similar wa}', the oblique line is now in- 
troduced and employed. The child yji'it-ks it 
in various directions, commencing with a one 
length line, (Figs. 32-35), combines it to 
angles, (Figs. 36-39), the combination of 
which will again result in many beautiful forms, 
i'hen follows the perforating of oblique lines 
of from two to five lengths, (a single length 
containing up to seven points), which are em- 
ployed for the representation of borders, cor- 
ner ornaments, etc., (Figs. 42-45, 61). The 
oblique of the second degree is also introduced, 
as shown in Figs. 46 and 47, and the pecuUar 
formations in Figs. 48-51. 

Finally, the combination of the oblique with 
the vertical line, (Figs. 52 and 54), and with 
the horizontal, (Figs. 53 and 55 ) , or with both 
at the same time, (Figs. 56-60), takes place. 



Fig. 14. 
ures with tablets of Gift Seven, and in draw- 
ing, or by a simple application of the law of 
opposites, the child will produce a large num- 
ber of other figures. 

The combination of lines of one and two 
lengths is then introduced, and standing and 
lying oblongs are formed, (l^gs. 18 and 19), 
etc. The school of perforating, per ne has to 
consider still simple squares anrl lying and 
standing oblongs, consisting of lines of from 
two to five lengths. In order not to repeat the 
same form too often, we introduce in Figs. 
21-31 a series less simple ; containing, how- 
ever, the fundamental foiTns, showing in the 
meantime the combination of lines of various 
dimensions. 



^r»-ll 1 ►-•-I I . .-•H I— , r«-l p If-lr 



1 — I — r 



Fig. 15. 



Fig. 16. 



Fig. 17, 



Fig. 18. 






Fig. 19. Fig. 20. 

All these elements may be combined in the 
most manifold manner, and the inventive ac- 
tivity of the pupil will find a large field in pro- 



214 



QUARTER CENTURY EDITION 



VUr. 21. Fig. 22. FiK. 23. Fiji. 24. 



sgg^: 



sisg; 



Fig. 38. 



Fig. 39. 



Fiff. 25. 



Fig. 2G. 



Fig. 27. Fig. 2H. Fig. 2'.). 




Fig. 30. 



Fig. 31, 





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Fig. 32. 



Fig. 33. 



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Fig. 34, 



Fig. 35. 





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7| 


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Fig. 36. 



Fig. 37. 



'smismmiE 



Fig. 40. 




Fig. 41. 



'i^I^M^IkEEEEII 



Fig. 42. 





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Fig. 43. 




Fig. 44. 




Fig. 45. 



PARADISE OF CHILDHOOD. 



215 



III 



S^ 



S5 



m. 



Fiff. 46. 



Fiff. 48. 



Fig. 50. 



Fi?. 51, 





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Fig. 56. 



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Fig. 52. 



Fig. 53. 



Fio;. 5*J. 



216 



QUARTER CENTIMIV EDITION 



(luciii^' SMiiipli'S of bordrrs, coriicr picct'S, 
friiiiu'S, I'Ciuliiit;' iiinrks, etc., etc. 

WluMV it is iiilciidi'd lo produce ;iii_vtliiii<i' of 
a inoi'C compliciitcd iiMtiu'c, tlie patlcru should 
bo (Iriiflcd j»y pupil or tcMchcr upon the uct 
papor ])ic'vious to piickin<;'. lu such ciiscs, it 
is lulvisivblc :iud ])ro(lucli\-c of pleasure to the 
pupils, if l)t'ni'ath llu^]»crrornliu!4- paper anolher 
one doubly fohlcd is laid, to ha\»' the patlcru 
transferred by perforation u|)on this ])ai)cr in 
various copies. Such little pioductious may 




Kiti'. CO. 
1)0 used for various purposes, and be luesi-utcd 
by the cliildreu to their frit'iids on many oc- 
casions. 'l\) assist the pupils in this respect, 
it is recouiuuMidcd that simpK> draAvinti'S lie 
plac(>d in Ihe handsof thepupils, which, owinsj; 
to their little ability, they cerlaiidy could not 
yet ])roducc by drawiuii, but Avhicli they can 
well trace Avitli their perforating tool. These 



1 1 


— 


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- Wm 


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Yc 




4 


vww^ 


v\ 




1 M^ 




% 


/A 


K 


Y^Y' 




// 






(VAvr/ 


r 












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Y^ 




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Wi 
























Yc^ 


















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Vs 




















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1 













_ 





EMBROIDERING, 

The same net paper which was used for exer- 
cises in ]>erfoi'ating may be employed, ])y till- 
ing out the intervals between the holes with 
threads of colored silk or worsted. Jt will be 
sullieient for this purpose to combine the points 
of one iK't S(|uare only, because otherwise the 
stitches woidd become too short to be made 
with the end»r<)idery needle in the hands of 
childiiMi yet unskilled. For woi'k, to 1)0 ])re- 
pared for a. -ipccial purpose, the i)t'rforated pat- 
ern siioidd be t ransferivd upon stiff jiaper or 
bristo'.-board. 



Fig. r.i. 

drawings should reprt'seutobjects from tlu^ani- 
mal and vegetable kingdoms, and may thus 
be of great service to the mental development 
of the children. 'Hie slowly and carefully i)er- 
forated forms and figures will undoubtedly be 
more lastingly impressed upon the mind and 
longer retained by the memory, than if they 
wi're only «K'scril>ed or hurriedly looked at. It 
should be mentioned that the embroidering 
does not begin simultaneously with the pi'rfo- 
rating, but only after the childi-en haye ac- 
(juircd considerabU' skill in the last named oc- 
cupation. lM)r purposes of 




Fig. (i2. Fig. 03. 

Course of instruction just the same as with 
perforating. 

Experience will show that of tlu> ligures 
givi'U, some are more fit for perforating, others 
better adapted for embroidei-ing. Either occu- 
pation leads to ptM-uliar results. Figuri'S in 
which strongly rounded lines predominate may 




be easily perforati'd, but witii dilliculty, or not 
at all be embroidered. JJy the process of em- 
broidering, however, plain forms, as stars, and 



I'AI.'ADISM i »!<' cillLhll' »' >l», 



yir 



r<tKOlt't'H, lir(^ CIlHily |il'iiil|C((|, vvllicll cuiild lliriinil ul <i|im)iIiii|i !IIii| III I'lirliirK ililllj- 
liltrdly Imi iTpniHi^nlrd, oi, iil, Im-hI, vny iiii|i<'r liilioii il <.((ii|i|(m, ,, piommcnl pliu'ii ii iiliiiiild 
('(■(rl.ly <»iily, l»y iJif iMTl'Mniliii^^ iH'i'illf. I'^i^'H. ii|>|)i<»;nli llxclnM m miiioii!', wiiyii ; in»l, (iiily 
('>2 <»7, uv*' cxninitli-K of Mi'ih Mini. in /"///(, Iml m in/<,,\ ihmI tmif nlc.o. To iiiHiiri! 

'I'll <|i'\clu|t llif HfiiHc of <M.|(ir ill tlif <'liil 
(Inn, Mil' |.;i|.iT on wliicli IIk'V •■inluoidcr, 
HJioiild he of nil III'' \ .■irioiiM (ilmdcH mid Ihh'M, 





ihc (|cHir<''l r'l'Hiiir in iJiih dii'<Tli(»ii, we bcj^in in 
liif Kin<l«'iyiiiltii, vvIm'H' \vc cun iiiii<-li nioic 
I'cndily iiiiilo- iniincHHioiiH ii|*(»M IIm- Itlfinli mind 
of childi'iMi, llinii III ti Inlcr pfiiod wlich ot.lii-r 
inllu(!)i(.;rM Imvc |iolliihd iliiir 1iimI,ch. 



llinHlJ^li llid wliol(! Hciilf of coloiH. 11 llif 
|m|M!r in f^niy, blue, hliicN, or j<i'ccii, l< I Ihc 
worwUid or Hill< l>f of », roM*- color, wliilc, oi- 
n.tij<<i or Hid, nnd if lln^ pupil in I'nr <'Iioiijj;|i n,d- 
viiiKM'd to rcprcHcnl, ohJcclH of nnliirc, jih Criiil, 
l('n.v«tH, pljiiilH, or (iniiiiJilH, il, will he very 
|>rop(!r to iiM(f iiicuihroidcriny:, llM'C(>lorM nliown 
\ty i.\u-Hc hjitiiriil ohjcclH. Much cdn llicrchy he 
lUMtoMipliHlicd tovviird iin cnrly dcvclopincnl, of 
ii,ppr(rc'ni.t.ioii nnd Idiovvhdj/;*' of color, in which 
j^rowii people in nil crdinlricM (in* oUcit HJidly 
delicrienl. If. luiH )ipp<?ii.red to Hotric, (iH if thiH 
o(tciip!i.f ion in IcMH iiHel'iil Ihtm pIcdHurnlile. Lei 
Uieni conHi<|er (Iml. the oidiiuuy Hcciny; ol oh 
|c(;f,H alrejuly Ih n. dillieidt. mutter, nny, lenlly 
II ti firt., neerlinj^ lf»nj; print ice. Much m<iie 
dinW'idl, »uid requiring: much more cnrernl exer- 
(rine, ih (i, t.riie jind correct, perception ol' color. 
If the ln'iiiillfiil. in introdneeil nt nil n-i u 




l''or lliiM rcjmon, wc j^jo Mtill (mother ntep 
Ciirther, nnd j^ivc the more deve|r»per| pnpil n 
l»(»x of cr;|orH, hIiowiii}/ him their iimc, in cover- 
ing/ the perroriited oiitlincK ol' ohjectM with the 
pnint, ( Children lil<e to occupy MieniHclveM in 
IhiM mnnner, nnd hIiow nn increnMcd interewt, iC 
they lii'Mt, prodiiei' llii' dinwiiiL' nnd nre MilltHC. 
(|iienlly nllowed U> iikc the hriiHh lor rnrllicr 
heniitil'yinj/; their worit. 

The perrorntinj^ find cml»roiderintr nre hej^nn 
with the chihiren in the Kinder^nrten when they 
hnve lieeonu- Hiitlieiently prepnred I'or the per- 
reelionol' I'orniM hy the iimc of their liiiildini/ 
l>loe|(,'. nnd i'.tie|<K. 



IdX'KMfS N()'ri',S. 

A fOKTioN ol' the forc,j^oinj( chfif)t<i »>n pel- very ch»Me loj(cl her, Momc pnrfinlly nnd olherH 

(V»rntinj< nnd emitroidery »M <»rij/innlly printed entirely t,liroiij<;li the «;fird, ho n.H to produce on 

linH heen omitted from thiH cdit,ir»n, liccniiMc it IIm' opponilc, Mi<lc ji dcnij^n in ndief. 'I hif, line 

trcfifcd of «, <tln,KHof "pcrforntint/" which \h U()\, of worl< hnn heen f(iilt,e j^cnernlly diM<'nrder| l»y 

nf, prcHcnt, c(»nHidered dcHirnlde. In fhiHoccn- the lendinjf l<indeiynrlrierK r;f (hiw r-oiintry, l»c- 

prilioii n, miilliliid'- of p<( fointi'diH nre mnde enii-'.c they helieve thni, it, in neither unfe nor 



218 



QUARTER CENTURY EDITION 



profitable. In llu; same general cIuhs may be 
included the perforalin*^ of ontlineH by niakiiisi; 
a sucecssiou of holes very close together witii- 
out the intention of sul)sequent serving; and 
also such designs for sewing as involve intri- 
cate patterns with very short stitches. Neither 
is the pricking of holes with exactness at the 
printed dots or at the crossing of lines on net- 
ted paper believed to be good |>ractice for 
small lingers and young eyes, and when many 
(»f these are (piite near together th(^ whole oc- 
cupation is not to be encouraged. On th(! 
other hand such condemnation of cai-dboaid 
sewing of all kinds for the children as has em- 
anated from some sources indicates a reac- 
tion as unreasonable as was the sanction of 
the most extreme practice of the raised sur- 
face ])erf orating. 

JJiit tliis criticism of line pei'forating has been 
of great value, because it has brought into gen- 
eral use for the youngest childi'cn a series of 
ready-pricked cards in simple designs with large 
holes, long stitches, and coarse needles and 
thread. For earliest sewing, such designs on 
small cards not more than four by five inches 
in size are most suitable, and in order to se- 
cure holes laige enough for the laige needles and 
coarse thread re(|uired at this stage it seems 
quite! desirable that each perfoi-ation be made 
by ])uncliing out a minute disk of the card, thus 
producing a smootli, round holeof suitable size 
to be easily seen on both sides of the card and 
to receive the thread without wear and unnec- 
essary friction. 

The following figures represent a series of such 
cards, which ar(\ technically called "Perfor- 
ated Cards, "in distinction from l^ricked Cards, 
which aie punctured with pointed needles. 
These cards retain their minibers as found in the 
catalogue of Bradley's kindergarten material. 



ram 
mm 



mm 



BB 
BB 



13 



U 



15 



DDDD 



\\\\\\\ 
\\\\\\\ 
\\\\\\\ 



/////// 
/////// 
/////// 



16 



17 



IS 







19 20 21 

Nos. 1, 2, ."), 10, 11, etc., to 21, show the 
piincii)al or liist intention of the several ar- 
rangements of holes in these cards, and la, 
lb, Ic, 2a, 21), 2c, etc., represent some of the 
modifications or inventions which may be sewed 
with the cards. 






la 



lb 





Id 





PARADISE OF CHILDHOOD. 



219 



lOa 



16b 




17c 




10b 




12c 




§0 





13( 












)^//J/ 















14c 




15c 



■■ 


.zix 


y ■/. \4u 


111 








17a 



/////// 
/////// 
/////// 



18a 








12a 



13a 



□ DD 



15a 



ISb 











14a 


n3 un 



20a 20b 21a 

As perforated holes are alike on both Bides 
of the card one arrangement of holes will often 
make right and left-handed designs by revers- 
ing the card. 

Owing to the methods involved in tlie manu- 
facture of the "■pei-f orated cards" the ordinary 
"pricked cards" can be niach; in a great(U' va- 
riety of patterns, and for children other than 
the youngest in the kindergailen they are more 
interesting and can be sewed by them without 
difficulty with the finei- needle and thread. 

The following figures illustrate a selection 
from a much greater variety iiow in the market. 























Jlll-lllllllllllllllll 




3 iiiiiiiniiiliiui 





rrrr 
rrrr 
rrrr 

LLLL 
LLLL 


LLI IJJ 

LLI IJJ 

LLI IJJ 

LLL J J.J 



Dnnnnanna 
aannDDnnn 
DnnDDDDDa 
DDDDDnnna 
DnDDnnDDn 
jo-nnDaapDn 



DDDDDDDDDDDDD 
DOODDODDODDDO 
DDODODDQDDDDD 
OQDDQQDDnDDDD 
DDDDOODDDODDD 
■HCLMtlDDDDDDOD 
/^^DDDDUDDOOO 



o □ o 

O CD o 



□ oacnaa 
aDDQoa 
CD oaa acD 



J a C3 a CD C3 CD n 
> a CD a □ a □ □ 

] CD CD CD CD CJ CD a 
3CI1 □ □ CD CDO 



m'. 




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Forslill older {'liildrcii n iiHxlcr.'itc niiioiinl, 
of pci-forMiiii^' willi the prickiii''' needle :il dolM 
on :t. printed onlline i.s nol> only li;irnd<ss lint, 
rfiseiii:itin<i; in a nuirked decree. 

In lliiH chiss of work :i mneli wider I'linu'c of 
(lesiirns exteiidinir into life forms e:in he intro- 
dneed, Ix'Ciiiise of the dilTerence in proecKS in 
tile niMnni'netiire ol' enrds wliieli are I'oi' side 
j'or this purpose. 








Px\RADISE OF CHILDHOOD. 



221 



Also in this work original designs may be of the grade of work to the age and condition 

prei)ared l)y the teacher or even by the pni)ils as of each child must be left to the judgment of 

they may be traced from prints and transfei'i-ed the trained kindergaitner, and fortunately this 

to cards by the use of impression paper. may safely be trusted to the corps of compe- 

The foregoing ligui'es show exa,un)les of this tent teachers now in the work and to those be- 

class of designs. ing prepared by the normal kindergarten 

In cardboard pricking and sewing as in all schools in this country, 
other kindergarten occupations the adjustment 

ELEMENTARY COLOR TEACHING. 



TiiK educational phase of color has assumed 
such importance within the past decade that it 
must receive more than passing notice in any 
treatise on the kindergarten gifts and occupa- 
tions, taken as a whole. As the color ques- 
tion presents itself quite prominently in the 
selection of the threads for embroidering and 
still more in the use of colored papers, the 
editor feels that this is the proper place to 
introduce certain special suggestions on that 
subject. 

There is a fascination about the study of 
color which increases as we become more and 
more familiar with the su])j(!ct. We meet it at 
every turn in the natural world. It makes the 
loftiest hilltops radiant in early morning and 
paints its hues in wondrous bi'illiancy on the 
evening sky. 

Art revels in color, and praise as we may 
the chisel of the sculptor and the cunning of 
the engraver, we find only cool comfort in 
colorless art. Consecpiently we are always 
seeking the best color effects. We want them 
in the arrangement of our lawns, the decora- 
tion of our houses, both within and without, 
in our clothing, in public and private, wher- 
ever we admit color. Indeed a knowledge of 
color and its skillful use in all the affairs of 
life ministers more effectively to our best equip- 
ment and our enjoyment than does a knowl- 
edge of form. Nevertheless all attemi)ts to 
place color study on a practical footing have 
failed until recently, because of the universal 
opinion among artists that art in color would 
be degraded by contact with scientific truths. 

And yet from Euclid dov/n to the present 
generation of students the mathematicians have 
been occupied in discovering and perfecting 
instruments and a language of form by which 
the graceful outlines of architectui-e and orna- 
ment may be analyzed and recorded. But those 
who have labored in the kingdom of color have 
found it as impossible to accurately describe 
auy given hue or tone of color in an accepted 



nomenclature as it was wheu the Queen of 
Siu'ba brought her royal gifts to Solomon. 
When Fr(jL'l)el prepared his material for the 
kindergarten, cohn- was for the first time in- 
troduced into a system of elementary instruc- 
jtion disconnected from drawing and painting, 
and it is worthy of note that the only system 
by which colors can now he intelligently tlesig- 
nated without actual samples was originated 
and developed in response to the demands of the 
kindergartners of America for better material. 

in tlie kindergarten n)aterial (irst imported 
from Germany to the United .States the first- 
gift balls were fairly good examples of red, 
orange, yellow, green, blue and purple or vio- 
let. But the colored papers used in the occu- 
pation material of that time were selected with- 
out order, scientific knowledge or fine color 
l)erceptions. The result was that the Ameri- 
can kindergai-tners began to complain of the 
colors found in the pa|)ers and to suggest 
other colors either in addition to those in 
use or in place of them. While many colors 
already in the market were added and some 
made to order in response to such criticisms 
and requests, no material advance was made 
in producing a logical assortment of colors in 
the papers for a numlx^- of years. l^>ut the 
diiliculties thus early encountered induced the 
editor of these notes to begin a sei-ies of 
experiments which has resulted, ])y the aid and 
cordial co-operation of many of his friends 
among scientists, artists and kindergartners, 
in the scheme of color instruction now known 
as the Bradley System of Color Education. 
As this is quite fully set forth in other publi- 
cations it is unnecessary to use suflicient space 
here to explain it in detail, and therefore only 
a brief outline of the fundamental principles 
on which it is based is presented. 

In form, the constant companion of color 
in material objects, we have the foot or me- 
ter by which we measure lengths and breadths, 
and the divided circle by which the directions 



223 QUARTER CENTURY EDITION 

of lines may be noted, and with these two ac- is not a cube. So it is necessary that there be 
cepted standards of measurements all surfaces delinite terms regarding color in which accu- 
aud solids can be described. If all material rate statements can be made and recorded 
forms were destroyed to-day any one of tliem before there can be any language on whicii to 
could be reconstructed from suitable records l)ase intelligent discussion regarding the (jues- 
preserved in tenns of tliese standards, but tliis tions involved in tiie consideration of color 
has not been true regaiding color, because of tiie and its l)est uses. Tlie Bradley Color Scheme 
lack of standaids and means for measuring and is based on the determination of these stand- 
recording color effects. In the solar'fc'pectrum ards in the solar spectrum and the best mate- 
weliave the only known source to which we may rial imitations of them to serve as Pigmentary 
look for permanent standards of color. In Standaids. 

music we have certain standards of tones and a Having selected these pigmentary or mate- 
language accepted by general agreement which rial standards there nuist be secured some 
render it possil)le to transmit nuisical composi- means by which they can be combined in deli- 
tions from one country to another and from iiitely expressed proportions to pioduce all 
generation to generation. Every tone ])i'o(luced other colors, so that we may have an exact 
by a nmsical iustruuuMit is due to agiven num- but simi)le and easily-understood nomencla- 
ber of vibrations or waves in some substance, ture. There is but one device known at 
which vibrations are ordinarily conveyed to the present which fultills these conditions, and 
ear by waves in the air; and by a record of that is the ''JVIaxwell Disks." If a live coal 
these tones in terms of their vibrations nmsical on the end of a stick is rapidly whirled in a 
compositions are transmitted from age to age. circle, a ring of light is seen, because the 

It is supi)osed that light and color are trans- light-impression which is made on the retina 
mitted by vibrations or waves in an unknown of tin; eyc^ remains lixed while the stick is 
something which we call ether and that diffei'- moving through an entire circle. On this 
ent wave lengths i)roduce various elfects in principle, if a disk of cardltoard is divided by 
the eye which are conveyed to the brain as a diameter and one of the semi-circles covered 
colors. Therefoi-e when Ave select in the solar with white paper and the other with black 
spectrum certain standards of color and de- i^aper, and the disk rapidly whirled on a pin at 
termine the wave length of each, we have a its center, the tvvo half circles will no longer 
series of definitely located "Spectrum Stand- appear as distinctively white and black, but 
ards " which are absolutely permanent. If we the whole surface will assume a uniform gray 
then produce the best ))ossible imitation of color. If the amount of white surface is in- 
these colors in pignuMits or other substances, creased to three (juurters of the whole the 
we shall have standard Material Colors. The gr:»y will be nuich lighter, and if the black 
Material C'olors will be very inferior to the is increased the resulting color will be darker. 
Spectrum Colors in purity and brilliancy, but So, also, if instead of the white and black 
if they are to be used as standards each nnist semi-circles two standard colors, as red and 
be the same kind of color as the Spectrum orange, are combined in the same way, a 
Color which it represents; for instance, the new color between red and orange will result. 
" orange" must be neither more red nor more As it is (piite inconvenient to paste up a col- 
yellow than the location in the spectrum which ored disk for each experiment, a ci^lebi-ated 
has been accepted as the standard oi'ange. English scientist named Maxwell conceived 
The training and habits of a good kindeigart- the idea of slitting each of two disks, from 
ner will especially enable her to appreciate circumference to center, so that they could 
this necessity for exact standards in a color be joined, and by a movement on each other 
nomenclature as much as in form study. around the conmion center made to show any 

For example, the third-gift cube is a solid required amount of the surface of each. If 
which has six plane faces, each of which is a two disks are joined in this Avay and laid on 
(piiidrilateral having four right angles and four to a slightly-larger disk whicli is divided at 
Straight sides, each one inch long. Therefore the circumference into one hundred parts the 
a somewhat similar solid in which the angles amount of surface of each color Avliich is ex- 
are not right angles and the sides are unecpnU posed may be measured and lecorded. Thus 



PARADISE OF CHILDHOOD. 



223 



if the red and orange disks are joined so as to 
show three quarters red and one quarter 
orange, the color resulting by rotation would 
be recorded as Red 75, Orange 25, or using 
the initials of the colors, R, 75, O. 25, 
which becomes the definite symbol of that par- 
ticular orange hue of red. This brief expla- 
nation may serve to convey an idea of the 
scope of such a system of color study. 

On this scientific foundation a line of colored 
papers has l)eea i)repared for the kindergai'ten. 
In the spectrum colors of the educational 
papers two hues between each two standards 
are provided, making eighteen of these full 
spectrum colors. If a color is in strong sun- 
light it becomes much lighter and is a tint of 
the color ; if in shadow it is darker and is 
called a shade. These two effects may be 
secured with the rotating disks by using a white 
disk with the color disk for the tints, and a 
black disk with the color for the shades. 

Thus these papers furnish a systematic line 
of scales or families of colors for color instruc- 
tion. A line of grays and another of broken 
or gray colors is added, so that there is no 
reasonable demand in primary education for 
other colors in papers. For class instruction 
the color wheel or color mixer is very valuable, 
but if such apparatus is not available a sim- 
ple modification of the larger apparatus in the 
form of a color-top furnishes much instruction 
and amusement. 

Some educators who have not fully under- 
stood this subject have believed that the color- 
wheel and color top are too advanced in 
scientific principles to be profitable in the 
primary school grades, and necessarily from 
the same standpoint much less useful in the 
kindergarten. But actual test is better than 
theories, and a large number of kindergart- 
ners are already prepared to certify to the 
great value of the color wheel and color tops 
in their work. The following is but a simple 
illustration of many lines in which color in- 
struction can be imparted and color interest 
excited. In one of our large public kinder- 
gartens, as the teacher entered the room one 
morning, she saw an admiring group of chil- 
dren gathered around Bessie, whom she noticed 
had on a new dress. As the kindergartner 
approached, one child' exclaimed excitedly, 
" See what a pretty dress Bessie has on. 
What color is it?" After various guesses. 



many of which were somewhat wild, as it was 
early in the year, some one made a reasonably 
good guess, and the teacher said, " Let us see 
what the color-wheel says. If Bessie will come 
and stand by it we will see if we can make a 
color like her dress by whirling the color 
disks." 

The children were interested at once, 
and as Bessie stood by the color wheel, they 
were allowed to suggest their objections to 
the color made by the rotating disks. Mary 
said that it was too blue, and after a change 
had been made, Willie thought it was too 
green ; but at last a good result was obtained, 
as the happy exclamations of the little ones 
testified, and as the disks ceased rotating a 
complete chart of the true color was before the 
children. If a color wheel is not available 
the same exercises may be tried with a color 
top. 

In many of the gifts and occupations of the 
kindergarten, color is piominent, but it is 
specially so in all the work in papers. If col- 
ored papers are to be used they should not 
only be selected so as to do no harm, but the 
Modern P^ducational Colored Papers may be so 
used as to afford much instruction at the same 
time that manual exercises are being enjoyed. 

With colored papers, in the established 
standards and their modifications in their hues 
and tones, the kindergartners and primary 
school teachers are well equipped for color 
teaching, but with the addition of a color wheel 
or color mixer and a few color charts, which 
can be made from the paper at small cost, 
color teaching becomes simply a recreation to 
both teacher and pupils. The fact that there 
is so much color material tised in the kinder- 
garten insures constant attention on the part 
of the children, and where there is interested 
attention there is rapid advance, so a child 
that has had two years in a true kinder- 
garten and one year in a connecting school 
will require very little more of colored papers, 
blocks and sticks of any kind, but will be amply 
able to proceed with the more abstract consid- 
eration of subjects brought to his attention. 
It is not expedient to present the subject of 
color teaching in detail within the reasonable 
limits of this book, and hence the editor ven- 
tures to note the contents of two books which 
he has ])repared to explain his system of color 
instruction. 



224 paradtsp: f)F cniT^nrioDD. 

''C'olor in the Kiiulorgiirtcn," is a book linuUcy system of color instruction muler the 

of about sixty i)a<ijes in pai)er covers wliieh F()ll<)\vin«> principal heads : The Theory of 

gives a somewhat detailed statenienl of tlie Color; Color Delinitions ; Practical Experi- 

subject, under two principal heads: First, incuts I llustratino; the Theory of Color ; Color 

" Tile Theory of Coloi'," and second, " Coloi' Ti'a('hin<j; in the Schoolroom ; Outline of Course 

IMaterials in tiie Kinderiiaiten." In the (irst in Color Instruction. 

of thesi' divisions the followinii," sub-licads Under tliis hist hend the l'(»llo\vin*i' divisions 
occur: The 'l'\\cory of Sir David IJrewstei' ; arc very briclly treated : 'I'Ih' Solar Spt'ctrum ; 
The ^'oun^-Iielmliolt/ 'IMieory ; 'I'lie Stand- rii!,inentary Spectruni Colors; Study of 
:inls must be Chosen IVom the Solar Spec- 'I'ones ; liroken Colors; Complete Chart of 
tiuni; The Use of the Color Wheel; 'I'he I'lire Spectrum Scales in Five Tones; Ad- 
Old Theories Tested by the Wheel ; Concern- vanced Study of Harmonies, 
ino- the Compleinentaiy Colors ; How to Secure This sytem of color instruction has been 
a Color Nomenclature; 'I'iiits and Shades; criticised as mechanical, scientilic and inartistic 
Scales of Color ; Chissilication of Ibirmonies ; by many artists of reputation who seem to ngree 
liroken Colors ; The So-called 'i'ertiaiy Colors ; that because delinile formuhis cannot be <>;iven 
How the (irays are Classified ; SimultaneouH for pi()dueiii<;" works of the hi*2;liest rank in art 
(■ontrast ; A Review of the Uradley Color :ill standards and f:icts reyarding color are dc- 
Scheme ; Some C'olor Delinitions. 'I'he st'coiid basin<); to the artistic instincts. If this claim 
se(Uion, C!olor Material, contains the followiuii; is admitted to be sound in regard to color may 
divisions: The Prisnuitic Spectrum ; The Col- we not also urge that the study of geometry 
oiH'd Papers ; 'I'he Hainy Day Spectrum ; V:due is to be ignored because of its degrading effect 
of the Color Wheel ; Spectrum Hues ; Tints :iiid on :irt in form, and that Fnglish grammar is 
Shades of Hues; IMie First (Jift; Sewing; out of date because' it is not especially condu- 
Weaviiig; Intertwining; Parquetry; Papei- cive to highest lliglits in [)oetry? IJut it is 
Cutting; l*aper Folding; Concerning Water the beTu'f of one who has known the kinder- 
Colors ; Color lUindness. gartners of Amei'ica intiimdtdy for n (luarter 

A book entitled '^ Flementary Color " con- of a century that they will not disi)arage the 

tains one hundred and thirty i):iges freely illus- value of the exact and methodical elements 

tr:ite(l :iiid :i. miniature color chart in i)asted that are introduced by this color scheme into 

papers showing " Pure Spectrum Scides " and :i most important feature of elcrnentary work, 

"■ Broken Spectrum Scales." This li:is ;in in phice of the entirely indeliuite methods of 

introduction by Prof. Henry Lefavoiir of Wil- the })ast. 
liams College anil completely sets forth the 



MATKRIyX 



THE I IIIRTEENTH GI1-'I\ 
Koij ( I r'riN(; i'ai^kr and mountinc; 

FIGURES AND FORMS. 



riF.CKS 'I'O IMIODI'CK 



TiiK laJjor, or ocou[)ation alpliabot j)rcHC'nt(!d 
by Fnwhel in IiIb wyHtorn of educatioti, cannot 
8[)arethe occupation, now introduced — the cut- 
ting of paper — tlie ti'anHnnMation of the ma- 
terial by diviHion of its parts, iiotwitliHland- 
iii<i; the many apinirently weli-foiiiid<;d doiihlK, 
whethe)' KcisHorH Hh<jiild he; phiced in tlic; haiids 
of th(; eiiild at Biieh an early a|;,(!. It will 
l)(! wctil f<jr Hueh (loubt(!rH to eoiiHich-r : Firstly, 
thnt the H(;iKSOi'H which the cliildrcii use 
]iav(! no sliai'p p<jintH, but aic; roiiiicU'd :i1 
their ends, by wliich the pOHsibiiiticH of doiii<< 
harm w^itii them are greatly njduced. Secondly, 
it iH <;xi>ected that the teacher enii)loyH all poH- 
sible ineauH to watch and Hiiperintcnd the chil- 
dren with th(! iitmoHt care dining their oecii- 
pation with the HcissorH. Thiidly, aH it can 
never be prevented, that, at least, at times 



tlu! ciiihl produces, l^y cutting according to 
certain laws, highly interesting and luiautiful 
forms, their desire of destroying with the scis- 
sors will soon die out, and thtty, as w<;l] as 
their parents, will be spared many an unpleas- 
ant experi(!nc(', incirh^nt upon this childish in- 
stinet, if it wen; h^ft entirely inigiiidcd. 




Fi<r. 7. 



Fig. H. 





Fitr. 1. 



Fig. 2. 







Fig. 4. 



'ig. 'J. Fig. 10. 

As material foi' the cuttiiig, we employ a 
square piece of paper of the siz<; of one-six- 
t(r(;nth sliecit, similar to th(! folding sh(!(;t. Such 
a sheet is broken diagonally, the right acute 
angle placed upon the left, so as to [uoduce 
foui- triangles resting one upon anoth(;r. lic- 
peating the sanu; [proceeding, so that by so do- 
ing the two u|)pe)' triangles will be folded up- 
wanls, the lower ones downwaixls in the halv- 
ing litK!, eight triangles resting one upon an- 
other, will be produced, which we use as our 




"ig. ;'>. Fig. 6. 

scissois, knives and similar dangerous o)>jects 
may fall into the hands of children, it is of 
great importance to accustom them to such, 
by a regular course of instruction in their use, 
which, it may be expected, will certainly do 
something to prevent them from illegitimately 
ajiplying tlicrn for mischievous purposes. 







Fig. ]y,. Fig. U. 

(irst fundamental form. Y'/z/.w fnv(laraf'/nl(d 
JJy placing material before them fiom vvliich form is ludd, in, riU axarciscH, ho tlml Uifi ojnm 



226 



QUARTER CENTURY EDITION 



side, where no plane connects with another is al- 
ways turned toward the left. 

In order to accomplish a sufficient exactness 
in cutting, the uppermost triangle contains, 
(or if it does not, is to be provided with) a 
kind of net as a guide in cutting. Dotted 
lines on the figures indicate this net work. 



The following selection presents, almost al- 
ways, two opposites and their combination, or 
leaves out one of the former, as is the case 
with the horizontal cut, wherever it does not 
produce anj'thiug essentially new. 








Fiir. 25. 



Fio-. 26. 



Fig. 15. 



Fig. 16. 





L. 



Fig. 17. 



Fig. 18. 



A 




/: 1 


r ; . i\ 


,/ ; : : 


; , 1 \ 



yr 




s. 


/' 1 ' 


' i^ 


/ ; i : 




; ; ! \ 



Fig. 27. Fig. 28. 

a. Vertical cuts, Figs. 2, 3, 4-5, 6, 7. 

b. Horizontal cuts. Figs. 8, 9 — (above, 
and below) . 

c. Vertical and horizontal. Figs. 18, 19, 
20—21, 22, 23. 

d. Oblique cuts. Figs. 34, 35—30, 37, 38. 

e. Oblique and vertical. Figs. 51, 52, 53, 
— 54, 55, 5G, — 58, 59, 60. 



Fi. 19. 



Fig. 20. 




Fig. 21. Fig. 22. 

The acti\'ity itself is regulated according to 
the law of opposites. We commence with the 
vertical cut, come to its opposite, the horizon- 
tal and finally to the mediation of both, the 
oblique. 



Fig. 31. 



Fig. 32. 




Fig. 33. Fio-. 34. 

Fig. 23. Fig. 24. /. Oblique and horizontal. Figs. 65, 66, 67. 

Figs. 1-132 indicate the abundance of cuts g. Half obloug cuts, where the diagonals 

which may be developed according to this of standing and lying oblongs, formed of two 

method, and it is advisable to arrange for the net squares serve as guides — Figs. 117, 118, 

child a selection of the simpler elements into a 119—121, 122, 123—125, 126, 127. 

school of cutting. Here ends the school of cutting, per se, for 



PARADISE OF CHILDHOOD. 



227 



the first fundamental form, the right-angled and patterns from Figs. 133-145, will suffice 
triangle. The given elements may be com- for this pui-pose. The same fundamental form 
bined in the most manifold manner, as this is used for practicing and performing the cir- 
has been sufficiently carried out in the forms cular cuts, although the right angular funda- 
given. 

The fundamental form used for Figs. 133- 
167 is a six fold equilateral triarifjle. It also is 




Fig. 35. 





Fig. 37. 
produced from the folding sheet, by breaking 
it diagonally, hahing the middle of the diag- 
onal, dividing again in three equal parts the Fig. 47. 
angle situated on this point of halving. The 
angles thus produced will l)e angles of sixty 
degrees. The leaf is folded in the legs of these 
angles by bending the one acute angle of the 
original triangle upwards, the other downwards. 
By cutting the protruding corners, we shall 
have the desired form of the six fold equilateral Fig. 49. 
triangle, in which the entirely open side serves 



Fig. 48. 




Fig. 50. 




Fig. 39. 



Fig. 40. 




Fig. 41. Fig. 42. 

as basis of the triangle. The net for guidance 
is formed by division of each side in four equal 
parts, uniting the points of di^^sion of the base, 
by parallel lines with the sides, and drawing of 
a vertical from the upper point of the triangle 
upon its Ijase. It is the oblique line, particu- 
larly which is introduced here. The designs 



Fig. 51 . Fig. 52. 

mental form ma}- be used for the same purpose. 
Both find their appHcation subsequently, in a 
sphere of development only, after the child by 
means of the use of the half and whole rings, 
and drawing, has become more familiar with 
the cur^-ed line. These exercises require great 
facility in handling the scissors besides, and 
are, therefore, only to be introduced with chil- 
dren who have been occupied in this depart- 
ment quite a while. For such it is a capital 
employment, and they will find a rich field for 
operation, and produce many an interest- 
ing and beautiful form in connection with it. 
The course of development is indicated in 
Figs. 163-167. 



22S 



QUAirrKK' CENTTIRY EDITION 




III', in 



Ki^■. (;(». 




Fiu-. C.l 



Fiu'. i'rZ. 



Fiu-. (;."). 



VliX. CA. 




Ki<i'. ('.:.. 






'it;-. (;r>. 




Fiu-. (;7 



Fi"-. fiH. 




Fio-. 7-.]. 



Fio-. 71. 



Fio-. 7.-). 



Fio-. 7G. 




Fiii'. 77 



PARADISE OF CHILDHOOD. 



229 




Fiu-. 81. 



Fiti. 82. 



Fiti. 8;i. 



Fiti-. «!. 




Fiii. 85 



Fig. 8G. 



Fiii. 87 



Fii-. 88. 




Fig. 81). 



Fig. 90. 



Fiii. 91. 



Fig. 92. 




Fifi. 9:5 



Fig. 96. 




Fiu-. 97. 



Fiii. 98. 



Fi"-. 99. 



Fig. 100. 




Fig. 101. 



Fi-r. 102. 



Fig. 103. 



Fio-. KM. 




Fiii. 105. 



Fiii. 106. 



Fitr. 107. 



Fig. 108. 



230 



QUARTEK' CENTURY EDITION 




Fio-. li;5. 



Fii--. 114. 



Fiu. 11. "j 



FiiT. lie. 




Fiji. 117. 



Fio-. U.S. 



Fio-. 111). 



Fio-. 120. 




FiiT. 121, 



Fisz. 122. 



Fiir. 12;'.. 



Fio-. 124. 




Fio-. 125. 



Fio-. I2n. 



Fijr. 127 



Fio-. 128. 




Fio-. 12;>. 



Fio;. i;K). 



Fio-. i-Ji, 



Fio-. 132. 




Fig. 133. 



Fio-. 134. 



Fiir. 135. 



Fio-. 136. 



Fiff. 137. 



PARADISE OF CHILDHOOD. 



231 




Fiff. 138. 



Fis. 139. 



Fig. 140. 



Fig. 141. Fig. 142. 




Fig. 143. 



Fig. 144. 



Fig. 145. 



Fig. 146. 



Fig. 147. 




Fig. 148. 



Fig. 149. 



Fig. ir)0. 



Fig. 151. Fig. I,'i2. 




Fig. 1.53. Fig. 154. Fig. 155. 



Fig. 156. 



Fig. 157. 




Fig. 158. 



Fig. 159 



Fig. 100. 



Fig. 161. 



Fig. 162. 




Fig. 163. 



Fig. 164. 



Fig. 165. 



Fig. 166. 



Fig. 167. 



232 



QUARTER CENTURY EDITION 



After the child has been sulHciently intro- 
duced into the cutting school, in the manner 
indicated, after his fantasy has found a defi- 
nite guidance in the ever-repeated application of 
the law, which protects him against unbounded 
option and choice, it will be au easy task to 
him, and a profitable one to pass over to free 
invention, and to find in it a. fountain of enjo}'- 
ment, ever new, and inexhaustibly overflowing. 
To let the child, entirely without a guide, be the 
master of his own free will, and to keep all dis- 
cipline out of his way, is one of the most dan- 
gerous and most foolish principles to which a 
misunderstood love of children, alone could 
bring us. This absolute freedom condemns the 
children, too soon, to the most insupportable 
annoyance. All that is in the child should be 
brought out, by means of external influence. 
To limit this influence as much as possible is 
not to suspend it. Froebel has limited it, in a 
most admirable way by placing this guidance 
into the child as early as possible ; that from 
one single incitement issues a number of 
others, within the child, by accustoming him 
to a lawful and regulated activity from his 
earliest youth. 

With the first vertical cut, which we made 
into the sheet, (Fig. 1), the whole course of 
development, as indicated in the series of fig- 
ures up to Fig. 132 is given, and all subse- 
quent inventions are but simple, natural com- 
binations of the element presented in the 
'■'•scJiool." Thus a logical connection prevails 
in these formations, as among all other means 
of education, hardly any but mathematics 
may afford. 

Whereas, the activity of the cutting itself, 
and the logical progress in it produces a most 
beneficial influence upon the intellect of the 
pupil, the results of it will awaken his sense 
of beaut}', his taste for the symmetrical, and 
his appreciation of harmony in no less degree. 
The simplest cut already yields an abundance 
of various figures. If we make as in Fig. 5, 
two vertical cuts, and unfold all single parts 
we shall have a square with hollow middle, a 
small square, and finally the frame of a stjuare. 
If we cut according to Fig. 6, we produce a 
large octagon, four small triangles, four strips 
of paper of a trapezium form, nine figures 
altogether. 

All these parts are now sjniimetrically ar- 
ranged according to the law : union of opposites 



— here effected by the position or direction of 
the parts relative to the center — and after they 
have l)een arranged in this manner, tlie pupils 
will c)ften express the desii'e to preserve them 
in this arrangement. This natural desire finds 
its gratification l)y 

MOUNTING THE FIGURES. 

As separation always requires its opposite, 
uniting, so the cutting requires mounting. 
The following figures present examples of the 
manner in which the cutting is mounted : P'ig. 
5 a is Fig. 5 cut and mounted ; Fig. 9 a cor- 
responds to Fig. 9, and so on. With the 
simpler cuts, the clippings should be used, but 







Fig. oa. Fig. U((. 

if a main figure is complete and synnnetrical 
in itself, the addition of the clippings would 
not 1)6 necessary. 

This occupation also, can be made sub- 
servient to influence the intellectual develop- 
ment of the child by requiring him to point out 
different ways in which these forms may be ar- 
ranged and put together, (Fig. 37 «). 



♦ ♦ 




Fig. 12((. Fig. 20 a. 

In order to inci-ease the interest of the chil- 
dren, to give a larger scope to their inventive 
power, and at the same time, to satisfy their 
taste and sense of color, they may have paper 
of various colors and be allowed to exchange 
their productions among one another. 

Both these occupations, cutting and mount- 
ing, are for the Kindergarten as well as higher 
grades of schools. For older pupils, the cut- 



PARADISE OF CHILDHOOD. 



233 






Fig. 37a. 






Fiff. 5Ga. 





Fig. 71 a. 



Fig. 82 a. 




Fig. 100 a. 





Fig. 128 a. 






Fig. 129 '(. 





Fig. 132 



♦ ♦ 



Fig 150 a. 



Fig. 147 a. 



» 



Fig. 15'Ja. 





Fig. 108 a. 



Fig. 124 a. 



Fig. 163 a. 



Fig. 165 a. 



234 PARADISE OF CHILDHOOD. 

lini;- out of Miiimnls, |)lniits mid otlior forms of :iinl luomitiiiii llu> parts to liiiuros, as iiitro- 

lit't' will lu' of iiih'ii'st, and silhoui'ttt's t'vcn diicod Iumv, are of iindenial)le hiMuMit. 

UKiv lie pri'iiarinl by tlu' luosl oxport. Tiic nuiiu object, however, is here, as in all 

ft is evident tliat not only as :i simple means other oeenpationsin the Kindergarten, develop- 

of ooenpation for the children, (hiring their ment of the sense of beanty, us a i)rcparation 

carlv life, but as a ])reparation for many an for subsequent performance in and enjoyment 

occupation in real life, tlu> cutting of papi-r of art. 

KDI'lOU'S NOTES. 

This occupation emphasizes color and de- accurately (haw from dictation his own patterns 

velops the artistic sense of the child by the for cutting. 

syninietrical forms which lie produces in heauti- The child must l)c led to free creation by 

fnl colors. For the iirst series of cuts the six first imitating, and when he learns obedience 

spectrum colois should be chosen, as a knowl- through dictation, and also gains in manual 

edge of pure colors and normal tones must pre- dexterity, after a few cuts inveuti(ms may be 

cede color combinations. called for, each child being allowed to choose 

The cutting may be given as a class exercise, the form and color he prefers for his invention 

the children doing the folding, cut ling, arrang- from among the forms previously made, thus 

ing and pasting all together. encouraging his will-power in making a selec- 

The s(][uare is taken as a basis for all the tion and adding interest and variety to the oc- 

simplest designs, and out of it the child cli[)s a cupation. Sequences should be used in order 

house, bai-n, church, etc., with the conscious- to develop continuity of thought and to illus- 

ness of possessing a power over this little sheet trate the idea of growth, the value of the se- 

of papei- which is really creative and Avith w Inch (luence deiu'uding upon the form produced and 

he is able to i)roduce a great variety of forms upon the ct)lor used. 

and designs. The work re(iuires accuracy and AVhen the forms are made they should be 

delicate handling, being easy or dillicult tu'cord- pasted on one side of the mounting sheet and 

ing to the skill of tiie worker. the several sheets belonging to each child may 

Outlines o\' objects, animals, leaves, forms be kept loose until the whole number is coni- 

of Iteanty and geometric forms may be cut, by jdeted and then i)ut in book form. As only 

leading the child in logical succession from the one design is seen at a time the standard colors 

vertical cut to the horizontal, and, after com- may be used in succession without unpleasant 

bining these two, proceeding to tlu> oblique cut effects. The same cut can be mounted in dif- 

and its combinations, the cuts being made upon fei'cnt Avays and various results produced. A 

tlie square, e(|nilateral triangle, oblong and house with furuishings may be cut and many 

circle. lessons in good housek(>eping taught. Border 

lieginniug with the straight lines the child patterns are easily cut. Delicate lace-like pat- 
may gradually advance to intricate circular terns nnike decorations for sachet bags, lamp 
cuts, though the curved line should not be given screens, box covers, needle books or the lining 
until the child has gained dexterity in handling for a box or basket. Cut upon larger S(i|uares 
the scissors. they furnish ])retty designs for outline stitch- 
On the plain, unruled paper the marking or ing or braiding, 
folding should be on the upper triangle only ; As this occupation is fully treated in books 
the cutting through them all. At first the line written on the subjeet.it is inexpedient to give 
may be lightly traced with a pencil before cut- in this connection more than a few hints as to 
ting, but this practice should not continue long its possibilities, 
enough to make the child dependent upon it. ''Paper and Scissors in the Scluwlroom," 

For the sake of obtaining suflicient accuracy by Emily A, AYeaver gives a practical and 
in the cutting, the ruled cutting papers are systematic course in paper cutting and fold- 
manufactured, which have a network on the up- ing, the third chapter being devoted to cut- 
per triangle and are exactly in the line of Fne- ting the geometric llgures and useful and orna' 
bel's method, because thev assist the child to mental forms based on them. 



Till": FOURTKENTH CAl-'W 

MATERIAL FOR RRAIDIXO OR VVP:AVING. 



Brajdino is a favorite occupation of chil- 
dren. The child InHtinctively, aH it were, likes 
everything contributing to his nu-ntal and 
hodily dcvelopnx'nt, and few oecuj^utions may 
claim to aeeoniplisli Itotii, better than the oc- 
cupation now introduced. It requires grejit 
care, hut tlie tluee year old cliild may already 
see the result of such care, when^as even from 




of number are constantly nourished, nay it 
may be asserted, that there is hardly a better 
means of affording perceptions of numerical 
conditions, so thoiough, founded on individual 
experience and r<'ndered more distinct ]jy di- 
versity in foim and color, than '•'•hraMirKj." 
'J'he pioducts of the child's activity, l)(;sides, 
are readily made useful in practical life, af- 
fording thereby capital oppoilunities for ex- 
pression of bis love and gratitude, by presents 
prepared by his own hand, 

'J'he material used for this occupation are 
sheets of pajjer cut into strips which are left 
joined at the ends, as shown in Fig. 1, and 
the braiding ne«'dle, as represented in Fig. 2. 



Fig. 1. 



Fig. 2. 



twelve to fourteen years old pupils, often have 
to comV)ine all their ingenuity and perseverance 
to perform certain more comjjlicatefl tasks in 
the Ijraiding or weaving department. It does 
not develop the right hand alone, the left also 
finds itself busy most of the time. It satisfies 
the taste of color, because to each piece of 
braiding, strips of at least two different colors 
belong. It excites the sense of Iteauty because 
beautiful, i. e., symmetrical, forms are pro- 
duced ; at least their production is the aim of 
this occupation. The sense and appreciation 





Fig. 3. 

A braid work is produced by drawing with 
the needle a loose strip (white) through the 
strips of the braiding sheet (green), so that a 
number of the latter will appear over, another 
under the loose strip. These numbers are 
conditioned by the form the work is to assume. 
As tliere are but two possible ways in which 
to proceed, either lifting up, or pressing down 



■ 




Fig. 



Fig. 6. 



the strips of the braiding sheet, the course to 
be taken by the loose strip is easily expressed 
in a simple fojniula. All varieties of patterns 
are express! Ijle in such formulas and therefore 
easily j)resei-\-ed and conmmnicated. 

The simplest formula of course, is when one 
strip is raised and the next pressed down. 



'.\?G 



QiAirrKiJ cKN'riK'v i:nrru)x 



"\Vo oxpross this t\M\iuil:i bv \ u i^up"), i (/ lirauUnii' fonmihis, tu'i'ordiuii,' to whirh [\\c 

(down). All sin'h fori'.nihis iiMvhit'luMilv t\\t> siniilo strip inovos, nro cjisilv iiivoutinl. K\c\\ 

tiiiinvs iK'our, nro calloil siiuplo foniuilns ; «.'(>ni- if ouo uoiiUl limit ono's soil' to take up or pross 

biiiatioii formulas, howovor, aro such as con- down no uu>ro than fivo stri|)s, (auil such a 

tain a ctMubiuatiou of two or u\oro such sini- limitatiiui is necessary, bccsiuso otherwise the 



pic t'oi-inulas. 

l>ut with a siuiile ouc of such fmuiulas, no 
braid work can vet be constructed. It" we 
should, fiM" instance, repeat with a second, 
third, ami fotnth strip, i ck/, the hn^sc strips 
would slii> over (>iic aut^ther at tiie sli>:litest 





Fig. 7. I'li;. S. 

handling:;, and ll\e strips «>t" the bi-aidin^' siieet 
and the whole work. dro[>s to ]>ieces if we 
should out from it the mariiin. In (U>inii- the 
latter, wo ha\e. even wit'i the most perfect 



i.y.u.w.w 

iii 



Fig. \K Fig-. 10. 

braidwork. ti> employ great care; butitisoulv 
then !i braid ov weaying wmk exists — when all 
strips arc joined to the Avhole by other strips, 
and none remain entirely detai'hed. 





I» 



Fiii. U- Fig. i-J. 

To produce a braid work, wc necil at least 
two formulas. Ayhichare introduced alternately. 
Proceeding according to the same fiutdameutal 
law Avhich has led us thus far in all our work, we 
combine tirst with i (^ i </, its oppt>site i (/. i u. 

Such a combination of braiding forunilas by 
which not merely a single strip, but the whole 
braid work, is governed, is a braidiinj ta-heme. 



braiding would becomo too loose), the follow 
ing thirty fiMinnlas AviMild be the result : — 



I. Ill 1.1 


«), 


;!u M 


17. 


In •-'.! 


■J I. r-.i lu 


•J. Ill lu 


10. 


;{.i lu 


IS, 


■la -Jii 


•J"). ."lU -Jd 


;^ -hi -Id 


11, 


'Ml '_'(l 


1!', 


lu .ill 


•Jtl, mi hi 


t. '-M -Ju 


\-2, 


M -Ju 


•JO, 


1.1 Ml 


•-'7. Ml Mi 


•>. -Jm Id 


i;i. 


lu Id 


•-M, 


Ml :ul 


•->S, M\ ;{u 


(1, -.M lu 


11, 


1(1 lu 


• )•) 


r>ii .")u 


•J|), .".u Id 


7, Ml M 


i:>. 


In bl 


•2M 


">u 1.1 


;!0, :..i lu 


s, ;!ii ;{u 


ic. 


•Idlu 











Fig. i;5. Fig. 1 1. 

From these thirty formulas, among which are 
always two t>ppositioiudly alike, as t\>r instance. 
I and '2, and 10, *2,") and •_'(">, hundreds o( 
condtined. ov combiiuition fiunmlas can he 
formed by simply uniting two of them. In the 
beginning it is advisable t.> condiine sui-h as 





Fig. 1,".. Fig. K;. 

.•.M\tain e.pially nanunl numbers either even or 
o.Ul. Tiic f(»lK>wing arc some examples : — 
Fornudas 1 and ;>, lu Id, "Ju '2.1. 
'« 1 and o. lu 1.1. -'u Id. 

- 1 aiul 7. lu Id. ;{u M\. 

'"• I and !>, lu Id, ;{u Id. 

«' 1 and 11, lu Id. ;Ju 2d. 

1 and i;{, lu Id. -lu 4d. 
I and i:>. lu Id. lu Id. 
1 and 17, lu Id, In "id. 
'> 1 and l!t. lu Id. lu M\. 

1 anil -Jl. lu Id, r>u fid, 
'• 1 and "Jii. lu Id, au Id. 

'' 1 and -Jo, lu Id, Tni '2d. 

1 and •27. lu Id. ")u Ml. 
1 and '20, lu Id. Tiu 4.1. 
If we also add the formulas imder the even 
unndHUs in the given thirty, wc have \o read 
them iuversely. Thus : — 



PARADISE OF CHIJJjIJOOn. 



237 



Formulas 1 and fi, lu Id, lu 2d. 
" 1 and 10, lu Id, ]u 3d. 

" 1 and 12, lu Id, 2u 3d. 

" 1 and 10, lu Id. lu 4d. 

" 1 and 18, lu Id, 2u 4d. 

" 1 and 20. lu Id, 3u 4d. 

'' 1 and 24, lu Id, lu 5d. 

" 1 and 20, lu Id, 2u 5d. 

'<■ 1 and 28, lu Id, 3u 5d. 

" 1 and 30, lu Id, 4u 5d, 

Jiy a f'Ornl»iii!ilio)i of one siu^flc loiniiihi. willi 



Figs. 3 and 4 ; Fig. 7 a comV>ination of Figs. 
3 and 5 by coinbining the Birnple forrnulaB. If 
we examine Fig. 7 tlie nuniljer tliree makes it- 
self prominent in tlie strips running obliquely. 
In Fig. 8 it occurs independently as opposite 



■ 


;wKw;:K 


m , 


1 


imM 


1 

■ 


i 


m . 


\ 


■■W.'.VV.'.* 




IIIIIIIMI 






Fig. 17. Fig. 

the twenty-four others, we receive new com- 
bination formulas and see that inventing form- 
ulas is a simple mathematical operation, regu- 
lated by the laws of combination. 

Much more difficult it is to invent braiding 
schemes. Not to dvvx-ll too long on this point, 





l-vi. v.). 



Fvj:. 20. 



we introduce the reader to the course shown 
in the following figures, which areaiTanged so 
systematically that either as a whole cr with 
some omissions, it may be worked through with 
children from three to six years, as a hroMin/j 
school. It begins with simple formulas and by 





FifcT. 22. 



means of the law of opposites is carried out to 
the most beautiful figures. 

P'ormula i, lu id, (Fig. 3), is first intro- 
duced ; opposite in regard to numVjer is 2u 2d, 
(Fig. 4). \n Fig. 5 the numbers one and 
two are combined ; Fig. 6 is a combination of 





V\'i. 23 



24. 



Fig. 

to one and two and then follows in Figs. 
y-I7 a series of mediative forms all uniting 
the opposites in regard to number. In all 
these patterns the squares or ol>longs produced 
are arranged votically under, or horizontally 




Vvr. 2.0. 



Fig. 26. 



beside, one another. Except in Fig. 3, the 
oblique line appears already beside the hori- 
zontal and vertical. Thus, this given oppo- 
site of form is prevailing inp'igs. 18-32, and 
we apply here the same formulas in F'igs. 3-17, 
with the difference, however, that we need only 






^i^ 




Fig. 27. Fig. 28. 

one formula, which in the second, third strip, 
etc., always begins one strip later or earlier. 
Thus in Fig. 18, the formula 2u 2d (as in Fig. 
4) is carried out. The dark and light strips of 
the pattern run here from right above, to left 
below. Oppositeof position to Fig. 18 is shown 
in Fig. 19 where both run the opposite way. 
Fig. 20 shows combination, and Y'vj. 21 double 
combination. In opposition to the connected 



238 



QUARTER CENTURY EDITION 



oblique lines, the broken line appears in Fig. 22. 
As the formula 2u 2d has furnished us five 
patterns, so the formula of Fig. 5, lu 2d, fur- 
nishes the series. Figs. 23-27. Figs. 23 and 24 
are opposites as to direction. Fig. 25 shows 
the combination of these opposites. Figs. 26 





cation of the same formula. In Fig. 37 the 
broken line appears again, but in opposition 
to Fig. 22 it changes its direction with each 
break. In Figs. 38-42 the formulas of Figs. 
9, 10, 12, 13, and 15 are carried out. The 
braiding school,pe/* •se,is here concluded. Who- 
ever may think it too extensive may select 
from it Figs. 3, 4, 5, 8, 9, 12, 18, 19, 20, 23, 
26, 27, 28, 35 and 36. 






and 27, opposites to one another, are forms 
of mediation between Figs. 23 and 24. With 
them for the first time a middle presents itself. 
AVhile in Figs. 23-28 the dark color is pre- 
vailing. Figs. "28-30 show us predominantly, 
the light strip, consequently the opposite in 





Fig. 32. 

color. In Figs. 31-33, formulas from Figs. 
5-7 are employed. Fig. 31 requires an op- 
posite of direction, a pattern in which the strips 
run from left above to right below. Fig. 32 
gives the combination of both directions and 
Figs. 33 and 34 are at the same time opi)osites 
as to direction and color. 



■.^:■::■:.:•::•:• 



Fig. 34. 

It is obvious thot each single formula can 
be used for a whole series of divers patterns, 
and the invention of these patterns is so easy 
that it will suffice if we introduce each new 
formula very briefly. 

Fig. 35 is a form of mediation for the for- 
mula 3u 3d ; Fig. 36 shows a different appli- 





Fig. 35. 

But if any one would like still to enlarge 
upon it, she may do so by working out, for 
each single formula, the forms or patterns 
18, 19, 20, 21, 16 and 27, and continue the 
school to the number 5. The number of i)at- 
terns will be made, thereby, ten times larger. 

Another change and enlargement of the 





Fig. 38. 

school may be introduced by cutting the 
braiding strips, as well as those of the braiding 
sheet of different widths. We can thereby 
represent quite a number of patterns after the 
same formula, which are, however, essentially 
different. This is particularly to be recom- 





Fig. 39. Fig. 40. 

mended with very small chik\ren, who neces- 
sarily will have to be occupied longer with the 
simple formula lu id. But for more developed 
braiders, such change is of interest, because, 



PARADISE OF CHILDHOOD. 



239 




Fig. 43. 




Fia;. 45. 




Fia;. 46. 




Fiff. 44. 





<+3^ 




Ifj-^BK 




&yG 


■ 
■ 
■ 




PB-"r.:B- 


■ 


■ ■■ ■■ ■ 

a: 4- 3! 
:3- h: : 

:rB-%: 

■■■ ■ ■■■ 





Fig. 49. 




^^S^ii 



.Vli J8 BS. J-.V. 

;:±-5iT*J::::; 



I ■ ■■■ 


Ibb^Ub! 


■■■ ■ ■ 


■■.•■•B 


r.v. 


■ ■ ■■ 


i-""-""J 


r.v. 


■ ■' ■ ■ 


■■' I ■■ 


■ ■ ■ 


■■ mi^ ii 


■ ■ ■ 


■ ■ ■ ■ ■■ ■■ 1 


1 ■ ■ ■ 

■ ■ ■ 


■ ■ ■ ■ ■■'■■ ■' 


■ ■ ■ ■ ■ ■■■ ■ 1 


1 a ■ ■ 



Fig. 47. 



Fig. 48. 



Fig. 50. 



240 



QUARTER CENTURY EDITION 



by it a variety of forms may be i)i()(hicc(l which the braiding without braiding sheet. This is 
may l)e rendered still moi-e uttraetive, by ii vn- done as follows : Cut two or more long strips 



riety of (!olors in tiie loose biaiding strips. 
With patterns that have a middle, as Figs. 2() 



■_■■■ ■■■■■ ■■! ■ ■ ■■■ '■ 


.arj8-.-:i.-&s:"jr. 


^K^.V- . 


■ 1-4- 


^ ^n 


n ^ 


ft :■ 


- . ^i 


P ■ 1 L 


^±M 


-1- t 


!■ ' ^* 


IHB 


Ki. 


.1 1. ^ 


JI 1 


■■ ■ 


^ 


■ - -I X 


t _■ 


1 ■■ 


■ ^ 


1 3 


~ ■■■ 1 


^m 


■■■ I 


■■ ■■■ ■ 


■ P 


|H 


^1 


R 1 1 


■^ i 


1 ^M 


H-T".-- 


1 — _l__^ 


■ ■■■ 




^Bi~r 


I.l'l.l' 


:.■■■■ 




^^1 


.1 .1 


-■ - 


1 ^ ^ ^ 


^H" 


1 - ^M 


■ - -■jr 


1 ■■ 


IL'^-i" 


::i. 'ij 


v\ 


»■■ 


^^r )M 


-■ ■- I 


■■■■■ M 


1 ■■ 


^H ^r 


II 


1 ix 


^H" 1 1 1 


. 1- 


Ll.l ±1 


■■■ 


.■■■ ■ 


.1. 1 


^ 1 Jl 


■■■ 


■-P. > 


.1 1. 1 


■ -C 


IB ■ 


H i" 


■ -■ - 


i -IT" 


1 ■■ 


■ 1 I 


zr ij: I 


-.1 i" 


■■■ 


. ■■■ ■ 


■■ ■■■ ■ 


■■ ■■■ 1 


!■■ 


■-■J 1 


win 


_■ 1 


■■■ 


■ HJ 


Bi t yn 1.. 


■■■"■■1 


1 ■■ 


Ki+Hi- 


■■■ oBBP 


■■■ ■ n 


IB ■ 


„,,...,.„..«.-«. 1 



Fig. 51. 

and oO it is advisable to U't the l)i'aiding begin 
witlitiie }niddlestrip,and then to insert always 
one strij) above, and one below it. 

Jt is not unavoidaI)ly necessary that the 
school should be liuisliedfrom beginning to end, 
as given heie. The pupil, having successfully 
produced some })atterns, may be afforded an 
opportunity for developing his skill by his own 




Fio-. ;V2. 




Fig. r)4. 



invention, in trying to form, by braiding a 
cross, with hollow middle, ( Fig. 43), a standing 
oblong, (Fig. 44), a long cross, (Fig. 45), a 
small window, (Fig. 47), etc. 

Figs. 48-51, present some patterns which 
may be used for wall-baskets, laiii]) tidies, 
bookmarks, etc. 

Finally, Figs. 52-54, oblitpiely intertwined 
strips, represi'nting the so-called I'ree braiding. 



(Fig. 65), of a quarter sheet of col- 
ored paper, (green) and fold to half 
their length, (Fig. 50) cut then, of 
differently colored paper, (white), 
shorter sti'ips, also fold these to half 
their length. I'utthe gi-een strips, 
side by side of one another, asshown 
in Fig. 5,S, so that the closed end of 
one strip lies above and 
that of the other below, 
(Fig. 58cc). Then 
talcethc white strip 
biMid it around strip 
1, and lead it 
t li r o u g h strip 2, 
(Fig. '5'J). The 
second strip is 
ap[) lied in an op- 
j)osiU^ way, lay i n g 
it a ]■ o u n d 2, and 



U 



Fig. 55. Fig. 5(5. Fig. 57. 





Fig. 5<S. Fig. 51). 

leading it through 1. Employing four instead 
of two green strips, the bookmark, Fig. 60, 
will be the result. The protruding ends are 
either cut or scol lop ed . 
I>y inti'oducing strips of 
differ e u t w i d t h s, a va- 
riety of patterns can be 
produced. 



fei aSffl .igfet 



!B 



Fig. 01. Fig. 02. 



Fig. Go. 



Instead of paper, glazed nmslin, leather, 
silk or ribbon, straAV and the like may be used 
as material for braidino;. 



PARADISE OF CHILDHOOD. 



241 



EDITOR'S NOTES. 



TiiK occupation of mat weaving? is fully ex- 
])laiue(l in the foi'e<j;()iug pages, and the variety 
of material now piepared and for sale in the 
market is bo great that almost anything which 
a teacher may lequire can be obtained without 
the "special cutting" which formerly was often- 
times deemed necessary. With the weaving 
inateiial prepared in the modern educational 
colored papers the best possible exercises in 
color combinations aie introduced, and by ju- 
dicious selections of mats and fringes on the 
part of the teacher the child may be accus- 
tomed to harmonious combinations of colors, 
and thus never acquire the preference for gaudy 
com])ination8 which is usually attributed to chil- 
dren and savages. Bright pure colors do not 
necessarily make "loud" combinations, and 
muddy colors an; not essentiid to artistic efi^^ects. 

For youngest children a mat lour inches 



square with a cut surface of three inches is 
very desiiable, because little hands can manipu- 
late such mats to better advantage than the 
larger sizes. These small 7nats are cut with 
various numbei's of strips frf»m live to ten, tluis 
providing for much practical use of numbers 
and a great variety of designs in the patterns 
of the weaving. . The very elaborate and in- 
tricate weaving designs which are possil)le with 
large mats and narrow strii)S are not adapted 
to younger children, and those who are ex- 
]K!rienced enough to do this grade of work can 
be profital)ly en)ployed in more advanced work, 
which may be less intricate and fatiguing and 
more educational. 

Free braiding is developed quite extensively 
by some teachers, wliih; others make compara- 
tively little of it, but it is cajiable of varied 
and beautiful results. 



THE FIFTEENTH GIFT. 

THE INTERLACING SLATS. 



Frcebel in his Gifts of the Kindergarten, 
does not present anything perfectly new. All 
his means of occnpation are the result of care- 
ful observation of the playful child. But he 
has united them in one corresponding whole ; 
he has invented a method, and by this method 
presented the possibility of producing an ex- 
haustless treasure of formations which, each 
influencing the mind of the pupil in its pecu- 
liar way, effect a development most harmoni- 
ous and thorough of all the mental faculties. 
The use of slats for interlacing is an occupa- 
tion already known to our ancestors, and who 
has not practiced it to some extent in the days 
of childhood? But who has ever succeeded 
in producing more than five or six figures with 
them? Who has ever derived, from such 
occupation, the least degree of that manual 
dexterity and mental development, inventive 
power and talent of combination, which it af- 
fords the pupils of the Kindergarten since 
Froebel's method has been applied to the 
material ? 

Our slats, ten inches long, one-fourth of an 
inch broad and one-sixteenth of an inch thick, 




are made of birch or any tough wood, and a 
dozen of them are sufficient to produce quite a 
variety of figures. They form, as it were the 
transition from the plane of the tablet to the 
Hne of the sticks, (Ninth Gift) differing, how- 
ever, from both, in the fact that forms pro- 
duced by them are not bound to the plane, 
but contain in themselves a sufficient hold to 
be separated from it. 

The child first receives one single slat. Ex- 



amining, it he perceives that it is flexible, that 
its length surpasses its breadth many times 
and again that its thickness is many times 
less than its breadth. 

Can the pupil name some objects between 
which and the slat, there is any similarity ? 

The rafters under the roof of a house, and 
in the arms of a wind mill, and the laths of 
which fences, and certain kinds of gates and 
lattice work are made, are similar to the slat. 

The child ascertains that the slat has twa 
long plane sides and two ends. He finds its 




Fig. 3. 

middle or center point, can indicate the upper 
and lower side of the slat, its upper and lower 
end, and its right and left side. After these 
preliminaries, a second slat is given the child. 
On comparison the child finds them perfecll}^ 
alike, and he is then led to find the positions 
which the two slats may occupy to each other. 
They can be laid parallel with each other, so 
as to touch one another with the whole length 
of their sides, or they may not touch at all. 

They can be placed in such positions that 
their ends touch in various waj^s, and can be 
laid crosswise, over or under one another. 

With an additional slat, the child now con- 
tinues these experiments. He can lay various 
figures with them, but there is no binding or 
connecting hold. Therefore, as soon as he at- 
tempts to lift his work from the table, it falls 
to pieces. 

By the use of four slats, he becomes enabled 
to produce something of a connected whole, 
but this only is done, when each single slat 
comes in contact ivith at least three other slats. 
Two of these should be on one side, the third 
or middle one should rest on the other side of 
the connecting slat, so that here again the law 



PARADISE OF CHILDHOOD. 



243 



of opposites and their mediation is followed 
and practically demonstrated in every figure. 

It is not easy to apply this law constantly 
in the most appropriate manner. But this 
very necessity of painstaking, and the reason- 
ing, without which little success will be at- 
tained, is productive of rich fruit in the de- 
velopment of the pupil. 

The child now places the slat aa, horizontally 
upon the table. Bb, is placed across it in a 
vertical direction ; cc, in a slanting direction 
under a and b, and del, is shoved under aa, and 
over bb, and under cc, as shown in Fig. 1. 

This gives a connected foi-m, which will not 



formed within the large figure, one of which is 
a figure with two right, one obtuse and one 
acute angle, and four unequal sides, and two 
others, one of which is a right-angled triangle 
with two equal sides, and the other is a right 
angled triangle with no equal sides. 

By drawing the slats of Fig. 1 apart, Fig. 2, 
an acute-angled triangle is produced — by draw- 
ing them together, Fig. 3 results, from which 





Fig. 4. Fig. 5. 

easily drop apart. The child investigates how 
each single slat is held and supported — he in- 
dicates the angles, which were ci-eated, and 
the figures which are bounded by the various 
parts of the slats. 

To show how rich and manifold the material 
for observation and instruction given in this 
one figia-e is, we will mention that it contains 
twenty-four angles, of which eight are right, 





Fig. 6. 

eight acute, and eight obtuse — formed by one 
vertical slat, bb, one horizontal aa, one slant- 
ing from left above to right below, cc, and 
another slanting from right above to left be- 
low, dd. 

Each single slat touches each other slat 
once ; two of them, aa and bb, pass over two 
and under one, and the others, cc and dd, pass 
under two and over one of the other slats, by 
which interlacing, three small figures are 





Fia. 8. 



Fig. 9. 



the acute-angled triangle, Fig. 4, can again be 
easily formed. Each of these figures presents 
abundant matter for investigation and instruc- 
tive conversation, as shown in connection with 
Fig. 1. 

The child now receives a ^fifth slat. Sup- 
pose we have Fig. 2, consisting of four slats 
— ready before us — we can, by adding the 
fifth slat, easily produce Fig. 8. 





Fia. 10. 



Fig. 11. 



If the five slats are disconnected, the child 
may lay two, vertically at some distance from 
each other, a third in a slanting position over 
them from right above to left below, and a 
fourth in an opposite direction, when the two 
latter will cross each other in their middle. By 
means of the fifth slat the interlacing then is 
cai-ried out, by sliding it from right to left 
under the vertical over the crossing two, and 
again under the other vertical slat, and thereby 
the Fig. 5 made firm. 

By bending the vertical slats together, Fig. 
G is produced ; when the horizontal slat as- 
sumes a higher position, a five-angled figure 
appears — one of the slanting slats, however, 



244 



QUARTER CENTURY EDITION 




, — 1 


^^ 


] J 

i 1 


^ 

s 




^ — 1 

i ; 


i 




i 1 





Fio-. 12. 



Fis. 13. 



Fig. 22. 



Fis. 23. 




Fig. 14. 




Fig. 16. 



Fig. 15, 




Fig. 17. 





Fig. 26. 



Fig. 18. 



Fig. 19. 



Fig. 28. 



Fig. 27 




Fig. 29. 






Fig. 20. 



Fig. 21. 



Fig. 30. 



Fig. 31. 



PARADISE OF CHILDHOOD. 



245 



has to change its position also, as shown in The Figs. 17 and 18, (triangles) and Figs. 19 

Fig. 7. In Fig. 8, the horizontal slat is moved and 23, (hexagons), deserve particular atten- 

downward. In Fig. 9, the original position tion, because they afford valuable means for 

of the crossing slats is changed ; in the triangle, mathematical obsei-vations. 
Fig. 10, still more, and in Figs. 11 and 12, 
other changes of these slats are introduced. 

The addition of a sixth slat enables us still ^^H!L,/Z±iii.'v->r^^ 




Fig 





Fig. 38. 



Fig. 39. 



We find some few examples of seven inter- 
twined slats, in (Figs. 25-28), of eight slats, 
(Figs. 29-36), of nine slats, (Figs^ 37-40), 

further to form other figures from the previous and of ten slats, (Figs. 41-43). 

ones— Fig. 17 can be produced from Fig. 9, All we have given in the above are mere 



Fig. 18 from Figs. 10 or 11, Fig. 22 from 
Fig. 12, and then a following series can be 
obtained by drawing apart and shoving to- 
gether as hei'etofore. 

Let us begin thus : The child lays (Fig. 13) 



hints to enable the teacher and pupil to find 






two slats horizontally upon the table — two 
slats vertically over them ; a large square is 
produced. A fifth slat horizontally across the 
middle of the two vertical slats, gives two paral- 
lelograms, and by connecting the sixth slat 



Fig. 40. 

more readily by individual application, the 
richness of figures to be formed with this oc- 
cupation material. 

It is particularly mathematical forms, reg- 






Fig. 36. 



Fis. 3- 



Fig. 41. 



from above to below with the three horizontal ular polygons, (Figs. 28, 31, 40, 42), contem- 

slats so that the middle one is under and the plation of divisions, produced by diagonals, 

two outside slats over it, the child w^ill have etc., planes and proportions of form, which, 

formed four small squares, of ?qual size. informs ofl-noivledge, are brought before the 



246 



PARADISE OF CHILDHOOD. 



eye of the pupil, with great clearness and dis- 
tinctness, by the interlacing slats. 

In the meantime, it will afford pleasure to 
behold the/o/"m.s of beauty, as given in Figs. 
30, 33, 37; nor should i\\Q forms of life be 
forgotten, as they are easily produced by a 
larger number of slats, (Fig. 39 — a fan; Figs. 
3;") and 36 — fences) , b}' combining the work of 
several pupils. 




The figures are not simply to be constructed 
and to be changed to others, but each of them 
is to be submitted to a careful investigation 
by tlie child, as to its angles, its constituent 
])arts, and their qualities, and the service each 
individual slat performs in the figure, as indi- 
cated with Fio;. 1. 



The occupation with this material will fre- 
quently prove perplexing and troublesome to 
the pupil ; oftentimes he will try in vain to 
represent the object in his mind. 

Having almost successfully accomplished 
the task, one of the slats will glide out from 
his structure, and the whole will be a mass of 
ruins. It Avas the one slat, which, owing to 
its dereliction in performing its duty, destroyed 
the figure, and prevented all the others from 
performing theirs. 




Fig. 43. 

It will not be dithcult for the thinking 
teacher to derive from such an occurrence, the 
opportunity to make an application to other 
conditions in life, even within the sphere of the 
young child, and his companions in and out of 
school. The character of this occupation does 
not admit of its introduction before the pupils 
have sjient a considerable time in the Kinder- 
garten, in which it is only begun, and con- 
tinued in the primary department. 



THE SIXTEENTH GIFT. 



THE SLAT WITH MANY LINKS. 



This occupation material, which may be 
used at ahnost any grade of development in 
the Kindergarten, the primary and higher 
school departments, is rich in its application, 
and may be employed in representing various 
kinds of lines and angles. 

In making simple geometrical figures the 
gift is invaluable and the forms of life and 
beauty which may be produced with it offer 
pi'ofitable exercise for the inventive powers of 
the child. A few figures here given may sug- 
gest the possil)ilities of this gift in the several 
classes of outlines to which it is adapted. 





Fig. 2. 

We have slats with four, six, eight and six- 
teen links, which are introduced one after the 
other when opportunities offer. In putting the 
first in the hand of the child we would ask 
him to unfold all the links of the slat, and to 
place it upon the table so as to represent a 
vertical, horizontal and then an oblique line. 




By bending two of the links vertically and 
the two others horizontally we form a right 
angle. Bending one of the links of the angle 
toward or from the other, we receive the acute 
and obtuse angles, which grow smaller or 
larger, the nearer or farther the links are 



l)rought to, or from each other, until we re- 
duce the angles to either a vertical line of two 
links' length, or a horizontal line of the length 
of four links. 

We may then form a square. Fig. 1. Push- 
ing two opposite corners of it toward each 
other, and bending the first link so as to cover 




Fig. 5. Fig. 6. 

with it the second, and, then joining the end 
of the fourth link to where the first and second 
are united, we shall form an equilateral tri- 
angle. Fig. 2. (Which other triangle can be 
formed with this slat, and how?) 

The capital letters V, AV, N, M, Z, and the 




Fig. 8. 

tigure four can be easily produced by the chil- 
dren, and many figures constructed by the 
teacher in which the pupils may designate the 
number and kinds of angles, which they con- 
tain, as is done with the movable slats on other 
occasions. 

Fig. 1-8 are examples given with the four 



248 




QUARTER CENTURY EDITION 



Fis;. 9. 




Fis. 10. 





Fiff. 14. 




Fiii-. 15. 




Fio;. 16. 



Fk. r 




Fiii. 12. 



Fio;. lo, 



Fig. IS. 



PARADISE OF CHILDHOOD. 



249 



links. The slats with six links ai'e "IBtroduced 
next, from which the oblong m^l^lie made. 
Figs. 9-21 furnish examples of the six links. 




to the pupils. A combination of the different 
forms of knowledge may be made, as two equi- 
laterals, F'ig. 15 ; a square and triangle, Fig. 
21 : a square and pcutngon. Fig .35 ; oblong 




Fig. 23. 
and rhombus, Fig. 36, etc. Figs. 22-3o are 
figures made wilh tliceiglit links and Figs. 36- 
45 witli tlie sixteen links. 

The ingenuity and inventive power of the 
children will find a large field in the occupation 




Fig. 24. 
Avitli this material, if, at times, they are allowed 
to produce figuies themselves, of which the 
more advanced pupils may make drawings and 
give a description of each orally. 




Fig. 25. 
It would Ije needless to enlarge here upon the 
richness of material afforded by this gift, as half 
an hour's study of and practice with it will con- 
\inceeach thinking teacher fully of the treasure 
Then come the eight and sixteen links, which if in her liand and certainly make her admire it on 
used in the manner here indicated can be ren- account of the simplicity of its application for 
dered exceedingly interesting and instructive educational purposes in school and family. 



250 



QUARTER CENTURY EDITION 




Fiff. 26. 





Fio;. 29. 




Fio;. 30. 



Fig. 27. 





Fio-. 28. 



Fia;. 31. 



PARADISE OF CHILDHOOD. 



251 




Fio-. 32. 




Fio-. 35. 





Fio-. 36. 



Fis. 33. 





Fio-. 34. 



Fig. 37, 



guAirrKK' cM*:N'rria I'lnrnox 





v\ix. ns. 



Fii<-. li*. 




Fiii. 



Fii:. II. 



I'AJiAJJiSK OK (:i{\\A)ll()()\). 



yj/.i 




Vhj. \1. 



Vv' 44. 




VvjL. 4y 



Fig. 4.0. 



THE SEVENTEENTH GIFT. 

MATERIAL FOR INTERTWINING. 



Intertwining is au occupation similar to 
that of interlacing. Aim of both is represen- 
tation of plane — ontlines. In the occnpation 
with the interlacing slats we prochiced forms, 
whose peculiarities, at least, had to be changed 
to produce something new ; here, we produce 
permanent results. There, the material was 
in every respect a ready one ; here, the pupil 
has to prepare it himself. There, hard slats 
of little flexibility ; here, soft paper, easily 
changed. There, production of purely math- 
ematical forms by carefully employing a given 
material ; here, production of similar forms by 
changing the material, which forms, however, 
are forms of beauty. 




The paper strips, not used when preparing 
the folding sheets, are used as material, adapted 
for the present occupation. They are strips 
of white or colored paper, twenty inches long 
and varying in breadth. Each strip is sub- 
divided in smaller strips, which by folding 
their long sides are transformed to threefold 
strips of eight to ten inches long and one- 
quarter of an inch wide. 




Fig. 3. Fig. 4. 

The children will not succeed well, in form- 
ing regular figures from these strips at first. 
As the main object of this occupation is to ac- 



First, a right-angled isosceles triangle is used 
for laying around it one of these strips so as 
to enclose it entirely. We begin with the left 
cathetus, put the tablet upon the strip, folding 
it toward the right over the right angle. The 




break of the paper is well to be pressed down, 
and then the strip is again folded around the 
acute angle toward the left. Where the hy- 
potenuse (large side) touches the left cathetus 



zu 



A\ 




Fig. 7. Fig. 8 

(small side), the strip is cut and the ends of 
the figure there closed by gluing them together 
by some clean adhesive matter. Care should 



V 



-^ 



Fig. 11. 



custom the cliild to a clean, neat and correct be taken that the one end of each side be under. 



performance of his task, some of the tablets of 
Gift Seven are given him as patterns to assist 
him ; or the child is led to draw three, four, 
or many cornered forms, and to intertwine his 
paper strips according to these. 



the other over, that of the other. 

Thus the various kinds of triangles, (Figs. 
1-3), squares, rhombus, rhomboids, etc., are 
produced. 

Two like figures are .combined, as shown iu 



PARADISE OF CHILDHOOD. 



255 




Fig. 12. 



Fig. 13. 




rt> 



Fis. 14. 



Fis. 15. 




Fisf. 16. 





Fig. 20. 




Fig. 17. 



Fig. 21. 



Fig. 22. 



256 



PARADISE OF CHILDHOOD. 



Fii>;s. A-C). If s1rij)S prove to ln' too short 
the child is siiovvii liovv to ghic Ihciii lo^ictlirr, 
to procure inaterinl for linger tiiul iiioie coui- 
plieated forms. 'J'hiis, it produces with one 
long Btrip, Figs. 16, ]<S, ]<), 20; with two long 
strips, Figs. 17, 21. Fig. 22 shows the natu- 
ral size ; all others are drawn on a somewhat 
reduced scale. It cannot be difllcult to i)ro- 
duce a great variety of similar figures, if one 
will act accoi-ding to the motives olttained with 
and derived fiom the occupatiou Avith the in- 
terlacing slats. 



two like tigures comMiied, and linally more 
complicated figures ])roduced. (Compare ex- 
amples given in Figs. 10-1 T)). 

Whatever issues from the child's hand sufli- 
ciently neat and clean and carefully wrought, 
n)ay be mounted on stiff paper or bristol Itoard 
and disposed of in many ways. 

The occupation of intertwining shows ])lainly 
how by combination of simple mathematical 
forms, forms of I)eauty may be produced. 
These latter should iiredominate in the Kinder- 





Tins occupation admits of still another and 
very beautiful modilication, by not only pinch- 
ing and pressing the strip where it forms 
angles, but by folding it to a rosette. This 
process is illustrati'd in Figs. 7-9. The strip 
is fii-st pinched towai'd theriuht, (Fig. 7), then 
follows the second pinch downwards, (Fig. 8), 
then a third toward the left, when the one end 
of the strip is pushed through nnder the other. 
(Fig. 9). 

Here, also, simple triangles, squares, pen- 
tagons and hexagons are to be formed, then 

EDITOR' 

PiiKFAOK the work of intertwining by a divi- 
sion of the strip, which may be folded to dif- 
ferent widths according to tiie design recpiired. 
Kxercises in position are interesting. Any ob- 
ject that can be representecl by a flat outline 
can be made with the strips, in forms of life, 
knowledge and beauty, and then mounted on 
sheets of bristol board for safe keeping. In 
the geometrical forms tlit^ scpiare, oblong, right 
isosceles and ('(juilatt'ral triangles, and the hex- 
agon and octagon, give fundamental forms foi- 
a large number of designs. 

This gift, however, is better adapted for older 
children than are found in the kindergarten. 



Fig. 24. 

garten, and the mathematical are of impor- 
tance as they ])resent the elements for their 
construction. 'i'he mathematical element of 
all our occui)ations is in so far of significance, 
as the chiKl receives from it impivssions of 
form; but of nuich more importance is the de- 
velopment of the child's taste for the beautiful, 
because with it, the idea of the good is de- 
veloped in the meantime. 

As the various performances of this occu- 
pation, cutting, folding and monnting, require 
a somewhat skilled hand, it is introduced in 
the upper section of the Kindergarten only. 

S NOTES. 

as it re(iuires greater dexterity and accuracy 
than the little ones have at their command. The 
simplest Avork for them is the making of })aper 
chains from strips about three inches long. 
IVIake a chain by joining the ends and fastening 
them with j)aste. Put a new strip of paper 
through the last ring made, each time before 
joining the ends. Alternate rings of two hai-- 
monizing colors may be nsed with a pretty effect. 
The tAVO colors may be mixed and given to the 
children to sort, before beginning to paste. 
Kings, bracelets, necklaces, and long chains 
make a pleasant variety and teach the children 
neatness in pasting and harmony in color. 



THE EIGHTEENTH GIFT. 

MATERIAL FOR PAPER FOLDING. 



FRfEREi/s shoot of i>apor for folding, the 
simplost 1111(1 ehoapost of all luatoi-ials of occu- 
pation, contains within it a gi'oat nniltitude of 
instructive and interesting foi-nis. Ahnost 
evei-y featui-e of mathematical perceptions, 
obtained l)y means of previous occupations, 
we again find in the occupation of paper fold- 
ing. It is indeed a compendium of elemen- 



Fig. 1. 

tary mathematics, and has, therefore, very 
justly and judiciously been recommended as a 
useful help in the teaching of this science in 
public schools. 



pany the work of the children with necessary 
conversation and pleasant entertainment, for 
the relief of their young minds. 

The child should bo accustomed to the 
strictest care and cleanliness in the folding. 

This is necessary, because paper carelessly 




Fig. -d. 
folded and cut, will not only render more 
difficult every following task, nay, make im- 
possible every satisfactory result ; especially 
should this be the case, because, we do not 
intend simply to while away our own and the 





Fig. 2. 

Lines, angles, figures and forms of all Fig. 4. 

varieties appear before us, after a few mo- child's precious time, but are engaged in an 

ments' occupation with this material. The occupation whose final aim is acquisition of 

multitude of impressions, however, should not ability to work, and to work well— one of the 

misguide us ; and we should always, and more most important claims human society is en- 

particularly in this work, be careful to accom- titled to make upon each individual. 



258 



QUARTER CENTURY EDITION 



The fuudamental forms are produced by a 
series of regular changes of folding aud creas- 
ing, from which sequels of forms of life and 
beauty are subsequently developed, by means 
of the law of opposites. 




Fig. 5. 

On the road to this goal, a surprising num- 
ber of forms of knowledge present themselves. 

In beginning lessons in paper folding give 
each child a piece of paper four inches square, 
(Fig. 1), and have him place it on the table 



Fig. 6. 
with the corner toward him. Fold the upper 
corner over to meet the lower corner, as shown 
in Fig. 2. This when unfolded will show the 
division of the square in two right-angled isos- 
celes triangles, (Fig. 3). 



Fold again on the other diagonal, and when 
unfolded we find a square divided by two dingo- 
nals into four right-angled isosceles triangles, 
(Fig. 4). Now the lower and right hand cor- 
ners are folded over to the left, making two 
oblong halves by a transversal as in Fig. 5. 





Fig. 7. 
The same is done to the opposite transversal 
and when unfolded we have Fig. 6, which af- 
fords a multitude of mathematical object per- 
ceptions. With the square placed cornerwise, 
fold the lower corner to the center of the paper 
and the pentagon. Fig. 7, will be the result. 
We fold the opposite corner in like manner 
and produce the hexagon, (Fig. 8), and fi- 
nally with the two remaining corners, Fig. 9 
is formed, containing four triangles, touching 
one another with their free sides, each of them 
again showing a line halving them in two equal 
triangles. 



If we invert Fig. 9, we have Fig. 10, a con- 
nected square in which the outlines of eight 
congruent ti'iangles appear. If Fig. 9 is un- 
folded we shall see beside a multiplication of 
previous forms, i^arallelograms also. If we 
start from Fig. 9, and fold the corners toward 



PARADISE OF CHILDHOOD. 



259 



the middle as in Fig. 11, we shall receive a basket, Fig. 16. Cup and saucer, Fig. l7. 
form consisting of four thickness of paper. Crown, Fig. 18. Still richer become the forms 
and showing four triangles, under which again, of life, if we bend the cojners of the desci'ibed 



four separate squares are found, (Fig. 12), 
This is the fundamental form for a series of 
forms of life. 




Fig. 9. 
It is utterly in.possible to give a minute de- 
scription how forms of life may be produced 
from this fundamental form. Practical at- 
tempts and occasional observation in the Kin- 




Fig. 10. 
dergarten will be of more assistance than the 
most detailed illustrations and descriptions. 
Froebel's Manual mentions, among others, the 




fundamental form, once more toward the mid- 
dle. In connection with this, the manual 
mentions the following forms : The knitting- 
pouch, the chest of drawers, the boots, the hat, 
the cross, the pantaloons, the frame, the gon- 
dola, etc. But the simple fundamental form 




Fig. 12. 
for the forms of life, (Fig. 12), is also the 
fundamental form for the forms of beauty. 
Unfold the fundamental form and press the 
middle of the upi)er and lower sides, then the 




Fig. 13. 

remauiingtwo sides to the center of the square, 
as in Fig. 19. Fold each of the over reaching 
triangles to the left. Fig. 20, then back to the 
center of the square. Fig. 21. 




Fig. 14. 

Once more fold back to the outer corner, 

Fig. 22. This forms a small triangle, which 

. , , , ^^. - . , when pressed open will form a small square, 

\ double canoe, Pig. 1.3. A little work- i^i^. 23. Turning each corner of this square 



following objects 
haniiing corners, 
14 



Fig. 11. 

A table-cloth with four 
Fig. 13. A sailboat. Fio-. 



2G0 



QUARTER CENTUin' l^:i)lTl()N 




V\iX. 20. 




t>\ 


V 


/\ 


"■••■,/ 




s 



viii. •>->. 




Fio'. 27. 




Fiii-. 2<). 




V'vr. 21, 



Fiii'. 22. 



7W 



Fiu'. 21. 



%t 


, 




^ 



Fio-. 26. 




Fii?. 28. 




Fiu-. r>o. 




Fio-. 32. 



Fig. ;n. 

b:ick li:>ir \v:i_v to its opposite conuM- we Iimvc ihis foini t:iki' the \)i\\)vy :is in Fiji'. 1i), open 
Fig. 24. From :i similar tiindamoiilal form aiul pivss oacii t'onu'r to the center making 
the series of Figs. 2(i-;M originate. To make four small squares as in Fig. 25. From this 



PARADISE OF CHILDHOOD. 



20 



form (lio siMiuciicc is easily produced. IT we 1<> stiimihvie tondicr uiid child lo individii:!,] 
linully t:i.ke the piiper ns ivpivHeiiU-d in Kio-. pnicticul iitU'iiipts in pi'cxlnciiiu- Tonns by fold 
10, fold the lower rigiit coi-nertovviuxltlie mid- 
dle, also the left iii)per, then the two renmin- 
ino- eoniers, we shall have four triaiiffleH con- 







Fig. ','):>. F\(r. 34. 

sisting of a double layer of i)a,per, 1^'io-. ;',;'), 
which may be lifted up from the square ground 



Fig. 11. Fig. 42. 

iiig. Tlu! best I'esnlts of their activity can be 
imi)rove(l by cutting out oi- coloring, which 
a(hls a new iuid interesting chniige to this oc- 
cupation. A change of the fundamental form 
in three direclions yields various series of forms 



and th.> upper h.yer again divided in triangles, ^f beauty, which'niay be i,)..ltiplied ad injhu 





Fig. 



FiiT. 'M\. 



Invert this figure and you will have toiu' 
single scjuares, as shown in Fig. 36, which is 
the fundamental form of a series of forms of 





Fig. 'M . Fig. ;}«. 

beauty, shown in Figs. 37-4(;, the latter easily 
derived from this former under the guidance 
of the well-known law of oppositca. 





Fig. 39. Fig. 40. 

The hints given in the above might be aug- 
mented to a considerable extent and still not 
exhaust the matter. They are given especially 





Fig. 43. Fig. 44. 

iam. Ther(!l)y, not only th(^ idea of hcciucI in 
representations is given, l)ut also the under- 
standing inilocked for the v:irious oi-ch-rs in 
na-tui-e. 

Furthermore, this occupation gives Ihe pupil 
such manual (h'xterity as scarcc^ly any other 
does, and prei)ares the way to various female 
occupations, besitUiS bcMUg immediately pre- 
paratory to nil plastic work. Early training 





Fig. 45. Fig. k;. 

HI cleanliness and care is also one of the re- 
sults of a protracted use of the folding jciper. 
It is evident that only those children who have 
iK'cn a good while in the Kindergarten, can be 
employed in this department of occupation. 
The peculiar fitness of the folding paper for 
mathematical instruction beyond the Kinder- 
garten, must be api)arent JiftVr we have shown 
how usefid it can be made in this institution. 



2G2 



QUARTER CENTURY EDITION 



EDITOR'S NOTES. 



The material for paper folding consists of 
square, rectangular, triangular and circular 
pieces of various colors. Begin the lessons 
with a talk on the material, telling the process 
by which pajjcr is made, and asking the chil- 
(Iri'U to name different articles wliicli are made 
from it, and dift'ereut tilings for which it is 
used. Wlien the papers are given to the chil- 
dren and placed in the position directed, have 
them quietly wait until all are ready to begin 
work. See that they tlioroughly understand 
tlie different positions, as front, back, right, 
left, front-rigiit, back-left, front-left, and back- 
rigiit. Bring out the ideas of edge, corner, 
vertical, horizontal and diagonal lines. In giv- 
ing dictations see that the children Avork by op- 
posites, and that they do not lift or turn the 
paper, as they should learn to fold in all direc- 
tions equally well. Let them name and use 



try can be evolved and this fact is pleasingly 
brought out in this occupation. Eor these ex- 
ercises the four-inch paper is most convenient 
and a single fold on a diameter gives the semi- 
circle shown in Fig. 47. Fold again bringing 
the two ends of the diameter together, and the 
quarter circle shown in Fig. 48 is the result. 
Unfold and Fig. 4i) shows the circle divided into 
four ecpuil parts by two creases i)erpendicular to 
each other. Fold the edge of the circle over 
towards the center so as to make a crease join- 
ing the ends of two diameters, and repeat four 
times to produce Fig. 50. Unfold, and Fig. 51 





Fig. 47. Fig. 48. 

the forms they make, taking a fresh square for 
each object. The folds are repeated every time, 
but each additional fold makes a new object, 
which, if named, helps the children to remem- 
ber the order of succession, especially if a story 
is added, and they can use the object. Arrange 
the folding according to the season of the year 
and the special subject of the week, and yet 
follow a sequence that the children may see 
the development of one form from another. 





Fig. 49. Fig. 50. 

By the means of paper folding we are able to 
trace the evolution of the seventh gift tablets 
from the circular folding paper. As the ball 
is the most elementary form among solids, so the 
circle is the primary form in surfaces with its 
single dimension, the diameter. From the circle 
the several elementary forms in plain geome- 





is the result, showing by the creases a complete 
square with two diagonals. In these we have 
the square and half square, which is again di- 
vided into two other similar forms each one half 
the size of the first. Take another paper circle 
and again fold on one diameter, as in Fig. 47. 
The next operation is somewhat more ditHcult 
,than any which have preceded it and is shown 
in Fig. 52. This operation consists in folding 
the semi-circumference of the once folded circle 
into three equal parts, F'ig. 52, and then, while 





Fig. 53. 

holding the circumference edges together closely 
making the folds to the center of the circle. 
In this operation accuracy may be facilitated 
by first folding the semi-circumference into 
halves as though the paper were to be folded 
into quarters as in Fig. 48 and then, instead of 
completing the radial fold, just pinch the fold 
at the center of the circle and thus indicate the 



PARADISE OF CHILDHOOD. 



26^ 



common point of meeting for the two folds in 
completint^ Fig. 52. Having completed Fig. 52, 
unfold, and Fig. 53 is tlie resnlt. Now fold the 




segments of the oiicle towards the center as 
was done in making the square but instead of 
having the fold subtend ninety degrees let it 
subtend one hundred and twenty degrees so 



that three folds will form a triangle as in 
Fig. 54. Unfold, and Fig. 55 is is result. In 
this we have the equilateral triangle a, b, c. 
The obtuse angle a, b, x, the scalene-triangle 
a, b, d, or the smaller one b, x, d. 

The above evolution of the seventh gift 
forms from the circle, is the result of thought 
along this line by kindergarteners in America, 
and lias been extended to the evolution of solid 
forms from the sphere, which it is not in the 
province of these notes to discuss. This oc- 
cupation is one of the best for busy work in 
the primary de])artment because of its practical 
application to fonn and number. Modei-n sug- 
gestions may be found in Paper and Scissors 
in the Schoolroom by Emily A. Weaver, and 
also in other books. 



THE NINETEENTH GIFT. 



I\IAri-:KlAL FOR ri:AS-\V()KK, 



"Wk have nlrondy tried, in connection with To sntinfy the claims of the pupils in this 

the Kiiililli (iill, (the hiving sticks), to ren- direction in u higii decree, the working with 

der permanent the piodiictions of the impils peas is eminently litted, although considerable 
by sti.tcliiiig or pasting them to stiff ])a|)ei'. 

We BatiHlled l)y so doing a desire of tin; child, <W ' ^ ©* ' ^ 







Kig 1. Fig. 2. Fig. 7. Fig. <s. 

which glows stronger as the child gi-ows older, manual skill is required for it, not to be ex- 

the desiic to pioducc by his own activity cer- pected in any child befoi'c the fifth year. The 

tain lasting results. It is no loiigi-r the in- material consists of i)ieces of wire of the thick- 

cipient instinct of activity which governs the ness of a hair-pin, of various sizes in length, 







^ig. ;]. Fig. '[. 

child, the instinct which prompted him a|)- Fig. *.). Fig. 10. 

parently without aim, to destroy everything and pointed at the ends. They again repre- 
and to reconstruct in order to again desti'oy. sent lines. As means of combination, as em- 
bodied points of iunction, peas are used, 
soaked about twelve hours in water and dried 






Fig. T). Fig. 0. 

A higher pleasure of production has taken its 
]»lac(> ; not natislied by mere doing, but re(|uir- 
ing for his satisfaction also, delight in the 
created object — if even unconsciously — the de- Fig. 11. FMg. 12. 

light of progress, which manifests itself in the one hour previous to being used. They are 
])r(>ducti()n, and which can be observed only tiien just soft enough to allow the child to in- 
iu and l»y the permanency of the object which troduce the j)oints of the wires into them and 
enal)les us to compare it Avitli objects previous- also liard enough to alford a sutlicient hold to 
ly produced. the latter. 



PARADISE OF CinLDHOOD. 



205 



Tlie lirsl exorcise is to coinhine two wires, duee six ti'iuiij^k-H of e(juul size, :iii(l repent 
hy means of one pea, into a straight line, an with them all tiie exercises, gone through wilh 
obtuse, right and acute aiigU^ What has been the tablets, and may enlarge upon tliem. 
said in regard to layiug of sticks in connection Or tiie child may prepare foui', eight, sixteen 
witli Figs. 1-23 sticks of that gift will serve riglitwuigled triangles, orobtusci-angled, or acute- 
here also. angled trinngicH iiiid hiy willi Ihcni Figs. 1-12 

for the coiM'se of drawing, :ind (;an-y them out 
still fujllic)'. 




Fig. i;5. Fig. 11. 

Of tiu'ce wires, a longei' line is formed; 
angles, with on(; long, iind one short side. 
The lliree wires :ire introduced into one; pea, 





Fig. 15. Fig. 16. 

so that they meet in one point; two parallel 
lines may Ix; continued by a third ; finally the 
equilateral triangle is produced. 



Fig. IS. 

After these hints it seems impossible not to 
occupy the child in an interesting and instruc- 
tive manner; for the condition attached to 
each new gift of the Kindergailen is s<Mne 
speciid progress in its course. 

\V(^ produced outlines of many objects with 
the sticks; idl form;itions, however, remained 
phmes, Avhose sides were rei)resenle(l by sticks. 




Fig. 17. Fig. 11). 

Then follows the s(iuare, parallelogrnni. In the working with peas, the Avires rei)resent 

rhomboid ; diiigonfds may be drawn and the edges, the jK'as serve; iis corners, and these 

foriiis shown in Figs. 1-10 be pi'oduced. skeleton Ixxlies are so nuich more instructive, 

The possibility of representing the most mani- as they allow the observation of the outer 

fold forms of knowledge, of life and of beauty forms in their outlines and the inner structure 

is reached, and the forms produced may be and being of the body, at the same time, 

used for other purposes. The child may \m)- The child unites two ef|uilateral triangles by 



266 



QUARTER CENTITRY EDITION 



throe equally long wires, and forms tlierc^by a 
prism, (Fig. i;>) ; four eciuilateral triangles, 
give the three-sided pvramitl ; eight of them, 
the octahedron. (Figs. 11 and la). 

From two etjual sijuares, united hy four 
wirea of the length of the sides, the skeleton 
euhe, Fig. 1(5, is formed; if the uniting wires 
are longer than the sides of the square, tlie 
lour-sidt'd eohunn (Fig. 17); if one of the 
squares is larger than the other, a topless [lyra- 
mid will he produced, ete. Fig. 18, shows a 
combination of cubes. 

It is hardly possible (hat pupils of the 
Kindergarten should make any further pi'og- 




Fig. 21. 
ress in the fonnation of these mathematical 
forms of crystalliza(ion. as the rei)n'seutation 
of the many-sided bodies, and especially this 
development of one from another, recpiires 
greater eaie and skill than should be expected 
at such an early period of life. It will be re- 
served for the prinuiry, and even a higher 
grade of school, to i)roceed farther on the road 
indicated, and in this manner prepare the 
pupil for a clear understanding of regular 
bodies. 

This, however, does not exclude the con- 
structi(m by the more advanced pupils of the 
kindei'garten, of simple objecls, in their sur- 
roundings, such as benches, (Fig. ID), chairs, 
(Fig. 20), baskets, etc., or to try to invent 
other objects. 



"Whoever has himself tried peas-work, will bo 
convinced of its utility. (Ireat care, i\\u\ nuich 
patience, are needed to produce a somewhat 
complicated object; but a successful structure 
repays the child for all painstaking anil per- 
severance. By this exercise, the pupils im- 
prove in readiness of construction, and this is 
an important preparation for organization. 

More ailvanced i)upils try also, succesisfully, 
to construct letters and mmn'rals, with the 
material of this iiift. 




Fig. '22. 
The bodies produced by peas work ma}' be 
used as uuhIcIs in the modeling department. 
The one occupation is the complement of the 
other. The skeleton cube allows the observa- 
tion of the qualities of the solid cube, in 
greater distinctness. The image of the body 
becomes in this manner more piufect and clear, 
and above all, the child is led upon the road, 
on which alone he is enabled to come into 
possession of :i true knowledge and correct 
estimate of things ; the road on which he learns, 
not only to observe the external appi'arauce 
of things, but in the mi'autime, and always 
to look at their internal beiny;. 



EDrrOR'S NOTES. 



The outline solids made in the peas work 
are merely the forerunners of the wire models 
now so highly prized by all teachers of draw- 
ing, in illustrating the elementary principles of 
perception. As the more elaborate forms can 
only be made by the more advanced pupils of 
the kindergarten, they nuiy be rendered valu- 
able in inq)arting these same ])rinciples to the 



kindergarten pupils in their drawing exercises, 
even though these i)upils are not able to very 
correctly repi-esent the forms in their drawing. 

V^xrious substitutes for soaked peas have 
been suggested and tried, as cork cubes and 
clay pellets used while soft, but still good ])eas 
are usually preferred. 

Instead of wire, thin, round sticks are used, 



PARADISE OF CHILDHOOD. 



267 



wliicli, when sliarpcncd at tlic ends, aro not so 
lia)>le to split tli(! [)eaH. 

In the firf^t lesson ^ivo on(! dry pea and ask 
the children to tell you of oth(!i- Uhu^h which are 
of the Harju! HJiapc;. Lead tlieni back to the; 
ball and develop various exercises whicJi will 
recall the .dcas of inovahility, smoothness, hard- 
ness, RMMidness and dryness, then give each 
child a pea which has been soaked in water, 
and h^ad the class to a comparison of size and 
hardness. 

Call attention to the crease which divides 
the pea into halves, and show how readily th(! 
outer coverinoj may Ije taken off. Give a talk 
on j)eas, how they an; planted, how they slei^p, 
ai-e fed and watered, how they are awak(;ned^ 
drawing out the id(;as of the children by va- 
rious questions. Have them lay designs with 
peas in the sand or on the peg boards. Let 



them outline walks and flower beds, with stars 
ci-osses and crescents in them. 

After the pea has been carefully studied give 
th(; children a stick and let them put a pea on 
one end of it, telling what they have made, 
then one on the other end, letting them always 
name and use what they make. 

Wh(!n the children are ready add more sticks 
and peas, and as nearly all things made are 
l)uilt on g('on:(;tric forms it is well that the 
piil)ils shoulfl first learn to make the square, 
oblong and triangle, then they will be able to 
construct many objects. 

Numberless life forms may be built f)-om 
this gift, as a garden with the vaiious imple- 
nients, or a liouse and many pieces of furni- 
ture, the children feeling amply rewarded in 
the results for the care and patience needed 
to construct these articles. 



THE TWENTIETH GIFT. 

MATERIAL FOR MODELING. 



Modeling, or working in cla}', held in liigli 
estimation by Fnvbel, as an essential part of 
tile ■whole of his means of education is, strange 
to say, much neglected in the Kindergarten. 
As the main objection to it named is that the 
children even with the greatest care, cannot 
jirevent occasionally soiling their hands and 
tlieir clothes. Others, again believe that an 
<)Ccuj)ation, directly preparing for art, very 
larelv can be continued in life. They call it 
therefore, aimless pastime without favorable 
consequences, either for internal development 
or external happiness. 

If it must be admitted that the soiling of 
the hands and clothing cannot always be 
avoided, we hold that for this very reason, 
this occu])ation is a capital one, for it will give 
an opportunity to accustom the children to 
caie, order and cleanliness, provided the 
teacher herself takes care to develop the sense 
of the pupils, for these virtues, in connection 
with this occupation ; as on all other oc- 
casions, she should strive to excite the sense 
of cleanliness as well as purity. Certainly, 
parts of the adhesive clay will stick to the little 
lingers and nails of the children, and their 
wooden knives, but, pray, Avhat harm can 
grow out of this? The child may learn even 
from this fact. It may be remarked in con- 
nection with it, that the callous hand of the 
husl)andman, the dirty blouse of the mechanic, 
only show the occupation, and cannot take 
aught from the inner worth of a man. As re- 
gards the objection to this occupation as aim- 
less and Avitliout I'esult, it should be considered 
lliat occupation with the beautiful, even in its 
crudest beginnings, always bears good fruit, 
because it prepares the individual for a true 
appreciation and noble enjoyment of the same, 
.lust in this the signiticance of Fnebel's educa- 
tional idea partly rests, that it strives to open 
every human heart for the beautiful and good 
— that it particularly is intended to elevate the 
social position of the laboring classes, by means 
of education not only in regard to knowledge 
and skill, but also, in regard to development 
of refinement and feeling. 

Representing, imitating, creating, or trans- 
forming in general, is the child's greatest en- 



joyment. Bread-crnmbs are modeled by him 
into balls, or objects of more complicated form, 
and even when biting bits from his cooky, it 
is the child's desire to produce form. If a 
piece of wax, putty or other pliable matter, 
falls into his hands, it is kneaded until it as- 
sumes a form, of which they may assert that 
it repi-esents a baby, — the dog Roamer, or 
what not ! Wet sand, they press into their 
little cooking utensils, wiien playing "house- 
keeping," and pass off the forms as puddings, 
tarts, etc ; in one word most children are born 
sculptors. Could this fact have escaped Fnc- 
bel's keen observation ? He has provided the 
means to satisfy this desire of the child, to de- 
velop also this talent in its very awakening. 

According to Frtebel's principle, the tirst 
exercises in modeling are representation of the 
fourteen stereometric fundamental forms of 
crj'stallization, Avliich he presents in a box, by 
themselves, as models. Starting from the c»^e 
the r>/Iiiider follows — then the sphere^ 'puramid 
with three, four and six sides, the prism, in its 
various formations of planes, the octahedron 
or decahedron and cosahedron, or bodies with 
eight, twelve and' twenty equal sides or faces, 
etc. However interesting and instructive this 
course may be, we prefer to begin with some- 
what simpler performances, leaving this branch 
of this department for future time. 

The child receives a small quantity of clay, 
(wax may also be used), a wooden knife, a 
small board, and a piece of oiled paper, on 
which he performs the work. If clay is used, 
this material should be kept in wet rags, in a 
cool place, and the object formed of it, dried 
in the sun, or in a mildly-heated stove, and 
then coated with gum arabic, or varnish, which 
gives them the appearance of crockery. 

First the child forms a sphere, from which 
he may produce many objects. If he attaches 
a stem to it, it is a cherry ; if he adds dei)res- 
sions and elevations, which represent the dried 
calyx, it will look like an apple ; from it the 
pear, nut, potato, a head, may be molded, 
etc. INIany small balls made to adhere to 
one another, may i)roduce a bunch of grapes, 
(Figs. 1-5). 

From the ball or sphere, a cylindrical body 



PARADISE OF CHILDHOOD. 



269 



may be formed, (Fig. G), by rolling on the resents it easily, if perhaps not exactly true, 
board, usually called by the children a loaf of IJy pressing and assisted by his knife, the 
bread, a candle, loaf of sugar, etc. one plane of the sphere is changed to several 

A bottle, (Fig. 8), a bag, (Fig. 9), filled planes, corners, and edges, which produces the 
with flour or something else, can also easily be cube. If the child changes its corners to 
produced. planes (indicated in Fig. 12), a form of four- 

teen sides is produced. If this process is con- 
tinued so that the planes of the cube are 




Fig. 1. jl Fig. 2. 

Very soon the child will present the 

cube, (Fig. 11), an old acquaintance and play- 
mate. From it, he produces a house, a box, a 
coffee mill and similar things. Soon other forms 
of life will grow into existence, as plates, dishes, 







Fig. 9. 



Fig. 10. 



P'ig. 4. Fig. 5. 

animals and human beings, houses, churches, 
birds' nests, etc. If this occupation is intended 
to be more than mere entertainment, it is neces- 
sary to guide the activity of the child in a de- 
finite direction. 



changed to corners, the octahedren is the result, 
(Fig. 13). By continued change of edges to 
planes and of planes to corners, the most im- 
portant regular forms of crystallization will be 
produced, which occupation, however, as men- 
tioned before, belougs rather to a higher grade 
of school, and is, therefore, better postponed 
until after the Kindergarten training. 

Some regular bodies are more easily formed 
from the cylinder, the mediation between the 







Fig. 11. 

sphere and cube. By a pressure of the hand» 

or by means of his knife, the child changes the 

one round plane to three or four planes, and 

as many edges, producing thereby the pi-ism 

and the four-sided column. 

Fig. 6. Fig. 7. Fig. 8. If we reduce the circular surface of one end 

The best direction to be followed in Free- of the cylinder to a point at its center, and 

bel's occupations is that for the develoiment connect this point with the circumference of the 

of regular forms of bodies. The fundamental other end with a curved surface, we have a 

form, of course, is the sphere. The child rep- cone. If we change this new conical surface 



270 



QUAliTER CENTUIJV KDITION 



to M. nmiihcr of pliiiii'. triunjflcs we hIkiII linvc 
for :i hiiHc 11 polygon and (he cnrvi'd HiiirMcc 
rcdiiccd |.() Hcvcrnl tri.'intilt'H. If we net in tlui 
Hiiiiic iiiMiiiur vvilli tlic ollici- end ol' tlu^ oylin- 
d(n', we niiiy loiiii m doiililc cone, :iiid Crou) it 
we niiiy prodiK^o n douliUi pyrninid. H'Miiiiiii 
\v(! Uvko (lie cylinder and clijiii^c its ('irciil:ir 
(•d<r('H lo !\ (Icfinilc nunil»er of pUincH, we !i<i!iin 
liMVc llic s|)li('r(\ 



^V=^ 



:v^ 




V\iX. 12. Fig. 1.".. 

Well foi'med HpocinuMiH nniy, lo accinirc 
jrrcMtt'i" (luraltilitVi ''*' li"«':i1('d as indicated prc- 
vioiisly. 'Pile production of foniis and ll^iircs 
rroiii soft and pliable material lieloni^s, nn- 
<lonl»ledlv, to the earliest and most natural 
occupations of tlie Ininian race, and lias served 
all plastic arts as a startin<j,-poinl. 'Ilie occu- 
pation of niodelinii', then, is eminently lit to 
cairy into pi'a<'tice T'lMcliel's idea thai cliildi'en, 
in tJieir occupations, have to pass throui;h all 
Iheii'eneral grades ol' developmeid of human 
(•ultinc in a diminished scale. The naliiial 
talent ol Iheriiluic aichitecl or sculptoi', lyintj, 
doiinanl in the child, nnisl needs he called I'ortli 
and (U'veloped by this occupation, as hyasell'- 
acting and inventing construction and forma- 
tion, all innat(> talents ol" the cliiM are made 
to grow into visible reality. 



ir we now "ast !i retros])crtive look njiou 
the means of occupation in the Kindergarten 
we lind that the material progresses from the 
sdlld and irliolc, in gradual steps to its /larls^ 
iMitil it- arrives at the muujc upon the p/diic, 
and its conditions as to line and p(>iiil. For 
the heavy maleiial, lit <»nly to b(> placed upon 
the tabk' in unchanged form (tlie building 
blocks), a morv' llexibl(M)ne is substituted in 
the following occupations: W'txnl is replaced 
\)y /Ki/xr. 'I'he paper ^//(Oh' of the folding occu- 
pation, is replaced l»y the pa|)er strip of the 
weaving occupation, as /inc. The wooden 
.s/M'/r, or vi-ry thin /circ, is then introduced for 



the purpose of <;xeculing permanent figures in 
connection with peas, representing the point. 
In place of this material the dnnrti, line then 
appeals, lo w^liieh colors are added. I'e;'forat- 
ing and embroideiing introduces another 
addition to the rniiterial to create the images 
of fantasy, Avhieh, in the paper <Mitting and 
mounting, again receive new <'lemeiits. 

'V\\v iiiodcliiH/ in clay, or wax, alfords the 
immediate plastic artistic occupation, with the 
most pliabU^ material for the hand of the child. 
>S(iii(j introduces into the realm of sound, when 
iiiorciiiciil pliij/s, (/i/nni(is/ics and (lanciiHj., help 
to educate the body, and insuie a hainionions 
development of all its parts. in |)racticing 
the technical manual performances of the 
mechanic, such as boring, piercing, cutting, 
measuring, uniting, forming, drawing, paint- 
ing and modeling, a foundation of all future 
occupation of artisan and aitist — synonymous 
in past* centuries — is laid. For ornamentation 
espcM'ially, all elements are found in the occu- 
pations of the Kindergaiteu. 'I'lii^ forms of 
beauty in the paper-folding, serve as series 
of rosettes and ornanieids in relief, us jirchi- 
tecture might employ them, without change. 
The productions in tJie braiding department 
contain all conditions of artistic weaving, nor 
does tlu' cutting of figures fail to afford richest 
material for ornameiitation of various kinds. 

I'or every talent in man irieans of develop- 
ment are provided in the Kindergarten ma- 
terial, opportunity for practice is constantly 
given, and each direction of the mind finds its 
starting-point in coiicrcic things. No more 
complete satisfaction, therefore <'an bi' given 
to the claim of modern pedagogism, that all 
ideas should be founded on previous i)e!cep- 
lion derived from real objects, than is done in 
the genuine Kindeigarten. 

Whosoever h.as ac(piired even a superficial 
idea only of the signilicanee of l^'rcebi'l's 
means of occupation in the Kiiidergart»'n, 
will III" ready lo admit thai the ordinary play- 
things of children cannot, by any means, as 
regards their nsefulness, be compared with 
the occup.'ition material in the KiiKh'igarten. 
That the former may, in a certain degree, be 
made helpful in the development of children, 
is not denied ; occasional good results will; 
them, however, most always will be found to 
be owing to the child's own instinct rather 
than to the iiaturt- of the toy. i'lanless play- 



I'Ali'ADISI^; Ol*' Cllll. 1)11001). 



r/] 



inj^, v^itlioiil, ^;(ii(|;iiicc iind Hii|»civiKi()ii, (•;iimol 
pr<r|)!U<' :i child lor IIk; cMiiKiHl h\<U', of lil'c; :ih 
w<'ll :iH lor the en joyirurjit of il,H IijuiiiIchs 
uiiiiiwajiciiiH uikI |)l(!!iHiir(!H. Likd tlic |)l:iiil, 
whiitli, ifi l,li<! wilchtriK^HH iivon, drnwH froin IIk- 
Hoil itH niiU'ilion, ho Uh; cliild'H inirid (Iimwh 
from ilH Kiiiroiindin^H iiiid ili<> niciiiiH, |)I:h-<'<| 
iit ilH coiiiiiiMiid, itH <'d(i(sitioii:d food. liiii 
IIm; roH(;l)iiKli, iiiirHcd and c.-iri'd I'or in 1li<; 
fj[,nr(U'.i\ hy tin? HkilHiil lior1i<*ulliiriHl, prodiiccH 
flowcrn, far more, pcrfccl, iind iM-iiiiliriH tliaii 
llur wild ^iiiVi'iui^ Hwcci, hrijir. Willioiil cmic 
iii'illicr triiiid nor hodyof llii- child cnii lie cx- 
|)cclid lo |)roH|)<T. Ah IIk- hitter <':uin(>l, lor 
a iiciiilhrid dcvclo|imcnl , iihc :dl l<iM<lH of food 
willioiil, caicl'id Hch'ction, ho the mind lor its 
hi<jli( r cnlliviition )'('(jiiir<'H a, si ill more carerul 
(rlioicc, of IIk; nicann for itn dcv<io)ini<'nl . The 
child'H fr(;(; clioiec, in iiinitc^d only in ho far iiH 
it JH ncccHHary lo liniit^ the iunoiinl of oc- 
cupation material in order to lit, liini for nyH- 
lematic application. 'I'lic child will Iind instinc- 
tivoly all flint, in ie()iiiHile f(jr liin mental 
ff\<)W\\\,\i' the proper iii!ileri:il only l)(! j)r(!H<mtcd 
!ind a f/nidiii}.'; mind indicate, it,H moHf appro- 



priiitc, use, in iiccordiiiKM! with a, cf^rtain lit/in. 

I'io'IicTh i^eniiiH Inm a,dmira,l)ly hii (•,(;<•,( '(hid in 
inveiitin),^ Mm; proper nia,t,<'rial an w((ll «,h in 
pointing,; out itn moHt HUcccHHfiil !ipplicat,ioii to 
prepari! the child for all Hitnati(»nK in fiitiin; 
lilc, for iill hrancli(!H of occupation in tin; iihc- 
fnl piiiHiiitH of niiinkind. 

When the Kinderojirtcn wan liiHt cHtjiidiHlied 
hy him, it wan pr(»liil»ited in itn orieinnl form 
and ilM inventor driven from phu-c to |)lac(r in 
hin fatherland on a,ccount,of liin lilM-riil cdu<ta.- 
tiomil principli'H, which lie wjintcij t<» lia,v'(! (tar- 
ried out in the, l<inderj/;!irleii. The \hh']) <',y(5<)f 
m«»narclii;il }^ovcrnmenl olIieinliH (piickly h:iw 
that Hiich inHtitutioiiH could not liirii out, will- 
in;:^ HiihjectH to tyrannical opprcHHion, and the 
riileiH "//// l/ic f/rai-r. i)J'(/tiil^" tolciJitcfl th<! Kiii- 
dei'i.fartcn, only when piildic (Opinion declined 
too Htrontily in itn favor. 

In ple.'idinj^; the c:iUHir of the Kinderj4;;irt('n 
on the Hoil of repnhlican America,, Ih itankinjr 
too much tluit all may help in ext(Midin)^ to 
the, future jj^ctneration \\n: heni-litH which may 
l)(; dcj'ivctd from nn iiiHtitution ho eminently 
fit to e(|iic!it(; i'fic. cifizenH of n, fnt'. country? 



i':i)i'i()irs .\()ri;,s. 



In a,ccr)rdiUKtc, with the {general Hchenic of 
thin hook tli<! f(!W Him|)l(! illiintrationH accom- 
panying^ tla; t(rxt of tla; orij,(inal edition are 
reprodiic<!d. Owing to tin; inllnencc of t li<; kin- 
d('rpf!irt,en the advance; in educational tlioii^^ht 
in America, dnriii},^ tla; |)aHt thirty-live, yearH, 
U'dH \)('X'.n HO gn-at that nourf^unaujt Ih now ncc- 
CHHury to (;onvinc(; proj^r(!HHiv(! tcacJKirH thai 
clay inod(!lin{^ nhoiild have; a promirHuit plac<; 
in primary inHtrnction, and with the promotion 
of tliiHor'ciij)!i,tion to the high plac*; which ithoIdH 
in tli(! niodcrn kindcrgailen, Iijih cona; tla; pub- 
lication of HiiggcHf ions and inHtriictionn for tluH 
woi'k whici) are of great value, and arc, given 
inor(! in <letail than tin; Hpac<! in thin hook will 
allow. Among thcHC, (!xce,ll<'nt liand-l)o«»kH 
pcrliapH none IioMh a. higlictr placr; than "(.'lay 
Modeling in tla; Sr;liorj|ro«>tn" hy ICIIcn St<;phen 
Ilildreth, who in a practical kindcigartncr and 
therefore liandlcH her Huhject ntrictly accrinling 
to kindergart<!n principlcn, although the work in 
carricul Homewhat further than »nay h<; pOHHihh; 
during the kindcrgart<'n yearH. Tlx; m<-thodH 
of thin author, an nhown in an e.xhilut of kin- 
dergarten \v(;rk Kent f»om St. LoiiiHfotlie I'lirin 



IvxpoHifion and afterward prcHcnted to M.'iihun 
.Mareiiholt/ Von Itulow, rerteived her inKjiudi- 
fied cndorKcnK'nt which waHcxpreHHcrl in n. lettci- 
to MiH, IJildrefh at the time. In tin; opening 
HcntenccH of the lirnt <-liapter of "(.'lay Modijl- 
ing in the Sclior>lroom" tla; author nayn : — 

"MofUtling in chiy in valuahit! (tdiic.ationally 
l)e<;auHe, it enahh^H uh to compreheiKl and re- 




Fig. 14. 
|)roduce ide;iH of form. With hhcIi knowl(;r|g<! 
we convert raw maferiiil to our uhc. It Ih alHO 
V!ilua,hle an a HtimuhiH to ohHcrviition, r|(!velop- 
ing through reproducf ion fhe f.-icnlf ien of claHH- 



272 



QUARTER CENTURY EDITION 



ilication :uul m'lU'ruli/.atioii. 'I'lic Mitof model- 'I'lic second Noiinal 'I'vpc' in t his sciii'S is tlic 

iug deals with univi'isal lypi's of I'oiin, modi- llomisplu'iv. 'I'vihchI ohjocls, toadstool, Fi*.!;. 

fiod, Itlonilod and combined. 'IMicsc tv[)cs arc 17, Nelly lily caj), Fi<i. 1<S. 

the curved solids, and in the following; |)a^es The thiiil Normal 'I'ype, is a CiicU'. 'l\l>i- 

a. dclinitc method is given by >vhicli educators cal objects, sewing-basket, Fig. ID, bird's- 

inay utilize modeling in the discipliue of the nest. Fig. 20. 

niind, at an age wliou sense impressious are A similar series is based on each of the 

strongest." above-named seven geometricul forms, and ex- 
plicit instructions given for the treatment of 




Fig. 15. 
In accordance with a detinite scheme the 
lessons are based on seven geometrical forms, 
the Sphere, Oblate Spheroid, Frolnte Spheroid, 




Fig. 1(5. 

Ovoid, Cone, Cylinder, and Cube in the order 

named, wliieh are designated as Normal Types. 

This general classification is subtlividcd into 





Fig. 18. 

each subject, "with illustrations so that other 
forms and other typical objects can be liandled 
intelligently from the directions furnished. For 
nuvterial the best artist's clay is most desirable 
and can be obtained from all dealers in kin- 
dergarten material or from potteries, if near at 




Fig. 19. 

hand. In such case ask for unmixed, washed 
clay. Clay prepart'd for liriug is usually unlit 
for modeling. Mrs. llildrcth's instructiA^)ns lor 
prc])aring the clay are as follows : — 

'4f tlu> clay is diy, in lumi)s or powder, tie 
it up in a huge cloth, as if it were a inidding. 
Place the cloth full of clay iu a vessel, aud[)our 




Fig. '20. 
in water enough to ct)ver the clay. After one or 
two hour's innnersion take out the cloth full of 
Fig. 17. day, and, without untying, knead thoroughly 

several series, one for each Normariype. In the vuitil the mass seems plastic, anil perfectly free 
lirst series, the Ih'st Normal Type is the Sphere, from lumps. Open the cloth and examine it 
and the typical objects aie sugar-bowl, Fig. 14, fron\ time to time while kneading it. If too 
lunch-basket Fig. ir>, and globe fish, Fig. 10. wet allow it to dry otT, if too dry return to the 



PARADISE OF CHILDHOOD. 



273 



water. When pnjpeily kneaded it will have a 
Hpi-intJjy feeling under the fingers, and when 
luhlted smooth will glisten as if oily. It must 
not l)e wet enough to be sticky, or dry enough 
to feel hard to the touch. A little practice will 
enable the teacher to tell when it is just right. 
When worked into an elastic mass, replace in 
the empty pail the clay which is still in the 
(•loth, and covor with several other folds of wet 



> 



Fig. 21. 

cloth. This keeps it in good condition. After 
each exercise any remnants or broken objects 
from previous exercises may be thoroughly wet 
and replaced in the cloth, at one side, in order 
that they may be softened and re-kneaded. In 
this way no clay is wasted." 

The clay as sold is nsually in five jjound, dry 
or six pound moist bricks, or in a powder. 
The most convenient form is dust-tight paper 
boxes of powder containing five pounds each. 

Artists in plastic materials use a great variety 



of fine box-wood modeling tools, but these are 
not necessary for elementary work, although a 
few simple tools or knives are quite desirable, 
and Figs. 21 and 22 illuslnite two which 
seem to cover in very simple forms the princi- 
pal requisites. 



v 



Fig. 22. 

Fig. 21 is a spatula or knife with a blade 
sharpened on both edges and rounded on the 
end, and a handle terminating in a point which 
is very useful in many operations. 

Fig. 22 is somewhat similar in shape but 
provided at the blade-end with a sen-ated edge 
for leveling down a flat surface of clay when 
it is required for a base or other purpose. 

In this tool the end of the handle is formed 
to a blunt rounded point which is very useful in 
many cases. Each of these tools is about six 
inches long and with them a very large variety of 
work can be done successfully 



THE KINDERGATEN GAMES. 



In the whole world of nature nothing de- 
velops without activity, consequently play or 
the exercising of the child's activity is the first 
means of development of the human mind, the 
means by which the child is to become ac- 
quainted with the outer world and his own pow- 
ers of body and mind. Watcliing the play of 
children Fr(L4)el found it was a spontaneous 
God-given activity, by which they were surely 
but unconsciously educating themselves, getting 
their first knowledge of duty and the truths of 
life through play. The games which are the 
organized plays, and the very life of the kin- 
dergarten,give the child the means of expression 
through the activities of the body, so that he 
can reproduce his individual life, for while in 
the occupations and gifts the children reproduce 
with their hands, in the games they enter into 
the life and act out what they wish to repre- 
sent and for the time being are really these 
things, whether it be birds, trees, flowers, stars 
or water, thus developing and cultivating the 
imagination. 

, Every way which exists of expressing the 
inner life through the outer enriches us, and 



in the games the child gives forth freely all 
which he has taken in, and having thus made the 
unity which he sees and comprehends he be- 
comes fully conscious of it, and his whole life, 
inner and outer, is lifted to a higher plane. By 
means of the directed games the surplus energy 
of the child may be guided, the basis for study 
laid and the foundation principles in chemistry, 
physics, geometry, construction and design fur- 
nished, thus utilizing his activities for an 
educational purpose. 

The comnninity spirit is fostered as the child 
finds he is only one of many, and that each one 
has his part to do to make the many happy and 
useful. It is also an aid to self-government, 
for through play he learns that certain effects 
follow certain causes, and in all that he does 
the child feels constant freedom under law and 
soon finds the closer he follows the law the 
more freedom he has. Thus the will of the child 
is guided and strengthened, and principles of 
justice, honesty and kindness are inculcated. 

The games representing the trades show 
ideas of labor and trade and our dependence 
upon them. The child is in turn a shoemaker, 



274 



PARADISE OF CHILDHOOD. 



a fanner, a baker, a blacksmith, and is thus 
brought into relations with the universal ac- 
tivities of the race and gains a respect for 
those who do in reality what he does in play. 
Such play broadens a child's view of life and 
creates an intelligent interest in the lives of 
many classes of workers, as he sees the skill, 
patience, and perseverance required on the 
part of these workers. Thus the intellectual 
nature is strengthened and developed and also 
the physical, as the games exercise and give 
more perfect control of the body, as well as 
grace and directness of movement. The physi- 
cal being is brought into activity, different sets 
of muscles being constantly used, until all 
parts of the body are engaged in active play. 
Children need to be free in thought and action, 
and as the child imitates the activities about 
him his environment cannot be overrated. We 
should gain the same freedom in our bodies to 
express clearly and simply the more mature 
ideas in our minds, so that we may always 
meet the little child on his own plane and from 
there lead him step by step to clearer sight and 
appreciation of the laws we wish to teach. 

Through the dramatic representation of sun, 
moon and stars and all plant and animal life 
the child is brought into sympathy and acquaint- 
ance with nature, and what he imitates he learns 
to understand and love. Thus nature grows 
dearer and the child's conception of all these 
newly-made friends more beautiful and vivid, 
awakening in him a spiritual truth which leads 
him to trace all life back to its source, making 
this the means of spiritual culture. There is 
nothing that cannot be made real to the child 
through games, and any truth may be impressed 
upon him that is a vital and necessary one. 

When the time for the games arrives the chil- 
dren sit with folded hands listening for a chord 
from the piano, which is a signal to stand. 
Another chord is struck and the children see 
how quietly they can put their chairs up to the 
table. Still another chord, and they turn and 
form in marching line, singing a simple melod}-, 
as : — 

"We'll mnrch and march and march around. 
And marchhig gaily sing," etc., 

until they are in good line, then joining hands 
sing : — 

'' This Is the way that we form our ring, 

Tra la la la tra la la la. 
Working together we gaily sing, 
Tra la la la la la. 



Each little pair of children's feet 
May help us to make our ring complete. 
So this is the way that we form our ring, 
Tra la la la la la." 

— Sonr/ Stories in the Kindergarten. 

Thus an unbroken circle is formed which has 
its ethical significance in the fact that no indi 
vidual is more prominent than another, is but a 
part of a perfect whole, yet is responsible in 
himself for that whole. This song may be 
followed by another, as : — 

" See the children on our ring. 
Joining in our song ; 
They together form our ring, 
Standing straight and sti-ong." 

— Snng Stories in the Kindergarten. 

Then the kindergartner advances to the cen- 
ter of the circle, or bows to some child to do so, 
while all sing : — 

" Let us look at 



So happy and gay, 
Let us look at 



Wliat does she now play ? " 

The child in the center then imitates by ges- 
ture the game she desires to play, and at the 
close of the play she chooses another child to 
take her place in the center of the circle, and 
so on, each new leader upon her entrance to the 
center being greeted with the above song. 

This is but a simple illustration of one way of 
opening the games and should not be followed 
literally, but be subject to the individu- 
ality of the teacher. The games should re- 
flect the prevailing thought of the day or week 
or season of the year, and the children should 
be made familiar with the life and work of the 
things they represent by means of pictures and 
talks and they will readily give spontaneous ex- 
pression to their conceptions of the subject. 
At the indication of the slightest disturbing 
element, a chord from the piano will instantly 
change the children into animals, birds, or a 
running stream, thus expressing nature and 
restoring harmony at once. 

Let the games l)e spontaneous, merely allow 
and guide the play spirit, keeping the child un- 
conscious by making the thing he does promi- 
nent and not the child. If the child does not 
choose wisely, by questioning and careful sug- 
gestions the kindergartner can usually get 
him to select a more suitable game, and all 
the games played can be woven into a whole 
which gives a feeling of unity and completeness. 



m 




IBRARY OF CONGRESS 


'' Jilii 1 III* 


019 823 295 


'6 







